Theoretical Underpinnings of Separate Educational Programs: "The Social Justice Challenge Continues"

Autor/inn/en	Frattura, Elise M.; Topinka, Carol
Titel	Theoretical Underpinnings of Separate Educational Programs: "The Social Justice Challenge Continues"
Quelle	In: Education and Urban Society, 38 (2006) 3, S.327-344 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124506287032
Schlagwörter	Stellungnahme; Educational Practices; Educational Discrimination; Students; Equal Education; Critical Theory; Educational Theories; Public Education + Suchen Sie Ihr Suchwort? Bildungspraxis; Student; Schüler; Schülerin; Studentin; Kritische Theorie; Educational theory; Theory of education; Bildungstheorie; Öffentliche Erziehung
Abstract	In this article, the authors focus on the continued marginalization of students to peripheral educational programs, such as special education programs, at-risk programs, and English as a second language programs, and the theoretical connections perpetuating the educational status quo. As the repercussions of No Child Left Behind (NCLB) have time to make an impact, educators will have marginalized even more students to remedial programs in the name of educational accountability. The authors delineate the theoretical and pathological premises that have enabled an educational model that alienates and oppresses groups of children in our public schools and, hence, society. Most important, the authors address the use of voice through critical pragmatism in efforts to confront oppression and reconstruct our educational services for all learners in the name of social justice. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10