[Xmca-l] Re: Effects of Inequality and Poverty

[Peter Smagorinsky <smago@uga.edu>]

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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> piece, a third year teacher and current M.A.T. student discusses how 
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>  by Erin Horvat
> reviewed by Scott Freeman
> ------------------------------
>  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 
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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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