Intersectionality and Urban Education

Identities, Policies, Spaces & Power

Nonfiction, Social & Cultural Studies, Social Science, Discrimination & Race Relations, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Intersectionality and Urban Education by , Information Age Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781623967345
Publisher: Information Age Publishing Publication: August 1, 2014
Imprint: Information Age Publishing Language: English
Author:
ISBN: 9781623967345
Publisher: Information Age Publishing
Publication: August 1, 2014
Imprint: Information Age Publishing
Language: English
In urban education, “urban” is a floating signifier that is imbued with meaning, positive or negative by its users. “Urban” can be used to refer to both the geographical context of a city and a sense of “less than,” most often in relation to race and/or socioeconomic status (Watson, 2011). For Noblit and Pink (2007), “Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope” (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories. Building on their work, we see the need for an edited collection that would look across the different realms of urban education—theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces—seeking to better understand each topic using an intersectional lens. Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power. Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis. Policies and practices that do not take into account urban students’ intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students’ learning across a holistic range of academic, personal, and justiceoriented outcomes. Can educational policies and practices address the social justice issues faced in urban schools and communities today? We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the “fit.” Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice. As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, and policymaking that are bettertuned to the needs of diverse students, families, and communities.
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
In urban education, “urban” is a floating signifier that is imbued with meaning, positive or negative by its users. “Urban” can be used to refer to both the geographical context of a city and a sense of “less than,” most often in relation to race and/or socioeconomic status (Watson, 2011). For Noblit and Pink (2007), “Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope” (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories. Building on their work, we see the need for an edited collection that would look across the different realms of urban education—theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces—seeking to better understand each topic using an intersectional lens. Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power. Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis. Policies and practices that do not take into account urban students’ intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students’ learning across a holistic range of academic, personal, and justiceoriented outcomes. Can educational policies and practices address the social justice issues faced in urban schools and communities today? We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the “fit.” Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice. As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, and policymaking that are bettertuned to the needs of diverse students, families, and communities.

More books from Information Age Publishing

Cover of the book Emerging Perspectives on Managing Organizational Justice by
Cover of the book Creativity, Giftedness, and Talent Development in Mathematics by
Cover of the book Trends and Issues in Distance Education 2nd Edition by
Cover of the book Publish Don't Perish by
Cover of the book Educational Policies and Youth in the 21st Century by
Cover of the book Working with Multiracial Students by
Cover of the book Neuroscience and Christian Formation by
Cover of the book Bridge Leadership by
Cover of the book Gifted Education in Asia by
Cover of the book The History of the Geometry Curriculum in the United States by
Cover of the book Governance Issues in Strategic Alliances by
Cover of the book The Role of Culture and Cultural Context in Evaluation by
Cover of the book New Perspectives on Women Entrepreneurs by
Cover of the book Improving Writing and Thinking Through Assessment by
Cover of the book Leadership for Social Justice by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy