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

[mike cole <lchcmike@gmail.com>]

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.
>
>  Commentaries
>  Restructuring Teacher Education<http://www.tcrecord.org/Content.asp?ContentID=16987>
> by Kathryn Boonstra
> Traditional teacher training programs fail to prepare new educators for
> the realities of the classroom, and alternative certification 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.
>
>  Book Reviews
>  The Beginner's Guide to Doing Qualitative Research: How to Get into the
> Field, Collect Data, and Write Up Your Project<http://www.tcrecord.org/Content.asp?ContentID=17301>
>  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 Daniel-Gittens
> ------------------------------
>  Teaching as a Design Science: Building Pedagogical Patterns for Learning
> and Technology <http://www.tcrecord.org/Content.asp?ContentID=17048>
>  by Diana Laurillard
> reviewed by Mary Lynn Collins
>   Editorial
> For Subscribers
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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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