[Xmca-l] Re: Effects of Inequality and Poverty
Peter Smagorinsky
smago@uga.edu
Tue Dec 31 15:45:07 PST 2013
There are several versions of this paper on youtube when David was giving talks based on this material prior to publication, e.g., http://www.youtube.com/watch?v=nyYCEqHOhzk
-----Original Message-----
From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of mike cole
Sent: Tuesday, December 31, 2013 5:01 PM
To: xmca-l@ucsd.edu
Subject: [Xmca-l] Re: Effects of Inequality and Poverty
Berliner seems to have it nailed down pretty well.
mike
On Tue, Dec 31, 2013 at 2:50 PM, Teachers College Record < no-reply@tcrecord.org> wrote:
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> Articles
> Effects of Inequality and Poverty vs. Teachers and Schooling on
> America's Youth <http://www.tcrecord.org/Content.asp?ContentID=16889>
> by David C. Berliner
> This paper points out that the most popular current school reforms
> offered have failed to accomplish their goal because they fail to
> understand the fundamental problem of American schools, namely, income
> inequality and the poverty that accompanies such inequality.
> Prescriptions to fix our schools cannot work if the diagnosis about
> what is wrong with them is in error.
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> Restructuring Teacher
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> Traditional teacher training programs fail to prepare new educators
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> programs threaten to undermine teaching as a respected career. In this
> piece, a third year teacher and current M.A.T. student discusses how
> and why teacher preparation programs must be reformed.
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> Project<http://www.tcrecord.org/Content.asp?ContentID=17301>
> by Erin Horvat
> reviewed by Scott Freeman
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> Rethinking Pedagogy for a Digital Age: Designing for 21st Century
> Learning <http://www.tcrecord.org/Content.asp?ContentID=17261>
> by Helen Beetham & Rhona Sharpe (eds.) reviewed by Kathy-Ann
> Daniel-Gittens
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> See these relevant articles online:
> Complicating White Privilege: Poverty, Class, and the Nature of the
> Knapsack <http://www.tcrecord.org/Content.asp?ContentID=16687>
> by Paul Gorski
> Since its popularization in the 1990's, the term "white privilege"
> has become, perhaps, the central focus of "diversity" and "multicultural"
> education discourses. Although the concept can be a critical component
> of understanding and undermining racial hierarchies in schools, it has
> been co-opted (largely by white scholars and from scholars and
> activists of
> color) and often used in overly-simplistic ways. I discuss, for
> instance, the enforcement of dialogic controls in conversations about
> white privilege, and particularly in white educator caucus dialogues,
> that disallow consideration for intersecting oppressions, including
> economic injustice, thereby ignoring tremendous differences in access
> to privilege, even among white anti-racist educators. As a result, the
> popular "white privilege" discourse in education appears to be stuck
> in a state of arrested development that actually further privileges
> white keynoters and consultants who have built economically solvent
> careers by writing and speaking about it, sometimes without
> acknowledging how their privilege operates differently from that of
> white people who do not enjoy the leisure time or resources to write
> essays about white privilege. I argue that these complexities must be
> explored more earnestly, especially by white people in the education
> milieu, including me, who have strengthened our privilege through an increasingly profitable white privilege "industry."
>
>
> Teaching's Conscientious Objectors: Principled Leavers of
> High-Poverty Schools
> <http://www.tcrecord.org/Content.asp?ContentID=16202>
> by Doris A. Santoro
> This article introduces a category of teacher attrition that is
> rooted in the moral and ethical aspects of teaching: principled
> leavers. The study looks at how 13 former teachers weigh the competing
> responsibilities of what they consider good teaching in relation to
> their responsibilities to society, the profession, their institutions, students, and themselves.
>
>
> Using the Lens of Economic Class to Help Teachers Understand and
> Teach Students from Poverty: A
> Response<http://www.tcrecord.org/Content.asp?ContentID=15629>
> by Ruby K. Payne
> This is a response by Dr. Ruby K. Payne, author of *A Framework for
> Understanding Poverty,* to "Miseducating Teachers about the Poor: A
> Critical Analysis of Ruby Payne's Claims about Poverty" by Bomer et
> al. The lens of economic class is used to help teachers understand and
> teach students from poverty; *Framework* was never intended to be "an
> exhaustive tome on stratification in society"-whether that
> stratification pertains to race, gender, or ethnicity. The work is
> developed to build human capacity and assist with the intergenerational transfer of knowledge.
> Payne cites scholarly studies on multiple settings throughout the
> United States where her techniques have been implemented the past
> decade. She explains that "hidden rules," a linchpin of her
> philosophy, are based on patterns-and all patterns have exceptions.
> *Framework* takes a cognitive approach to class based on "situated
> learning." The work is at the micro level, not at the macro level of systems.
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