Power, Privilege and Education: Pedagogy, Curriculum and Student Outcomes (Education in a Competitive and Globalizing World)

CONTENTS......Page 6
ACKNOWLEDGMENTS......Page 8
POWER, PRIVILEGE AND THE SOCIO-CULTURAL DIMENSIONS OF EDUCATION......Page 10
SOCIAL SEGREGATION AND THE OTHER......Page 11
POWER AND GROUP MARGINALIZATION......Page 12
SOCIAL PRIVILEGE AND ENTITLEMENT......Page 13
THE BOOK......Page 15
REFERENCES......Page 18
TREATISES INTO THE LIFE OF PAULO FREIRE: CRITICAL PEDAGOGY FOR THE OPPRESSED......Page 20
BIOGRAPHICAL SKETCH OF FREIRE......Page 21
PROBLEM-POSING EDUCATION......Page 23
TEACHER EDUCATION......Page 24
REFERENCES......Page 25
STARTING WITH YOUNG LEARNERS: USING CRITICAL LITERACY TO CONTEST POWER AND PRIVILEGE IN EDUCATIONAL SETTINGS......Page 28
POWER AND PRIVILEGE IN SOCIETY......Page 29
Politics and Education......Page 32
Historical Implications......Page 33
Academic Inadequacies......Page 34
USING CRITICAL LITERACY TO CONTEST POWER AND PRIVILEGE IN EDUCATION......Page 35
Critical Literacy......Page 36
Teacher Resistance to using Critical Literacy with Young Children......Page 38
Strategies for using Critical Literacy with Young Children in Poverty......Page 41
REFERENCES......Page 43
OUTSIDERS IN THE MIDDLE: AFRICAN AMERICAN STUDENTS AND CULTURALLY RESPONSIVE MIDDLE SCHOOLS......Page 48
THE MAKING OF THE OUTSIDERS......Page 49
Relevance......Page 50
Rigor......Page 51
Relationships......Page 52
MIDDLE SCHOOLS IN LIGHT OF A CRITICAL RACE THEORY OF EDUCATION......Page 53
MIDDLE SCHOOL PHILOSOPHY......Page 55
CULTURALLY RESPONSIVE EDUCATION......Page 57
Relevance......Page 58
Relationships......Page 59
SPOTLIGHT: SCHOOLS TO WATCH......Page 60
REFERENCES......Page 63
Major Goals of Middle Level Educators......Page 69
Essential Attributes......Page 70
Characteristics......Page 71
MAPPING SOCIAL RELATIONS IN SPECIAL EDUCATION CLASSROOMS: POWER, PEDAGOGY, AND RULING RELATIONS......Page 74
FIELD SITE......Page 76
METHOD......Page 80
Student Placement......Page 81
Curriculum......Page 86
Hidden Curriculum......Page 90
Teachers’ Work......Page 92
IMPLICATIONS......Page 95
REFERENCES......Page 98
SUCCESSFUL CHARTER SCHOOLS: A PATHWAY TO CLOSING THE STUDENT TREATMENT GAP PERPETUATED BY TRADITIONAL SCHOOL FAILURES......Page 104
TRANSITION FROM SLAVERY TO FREEDOM: SEARCHING FOR SOCIAL ACCEPTANCE, POLITICAL POWER AND EQUITABLE EDUCATIONAL OPPORTUNITIES......Page 105
TRADITIONAL SCHOOL FAILURES AFFECTS AFRICAN AMERICAN STUDENTS......Page 106
CHARTER SCHOOLS......Page 107
SUCCESSFUL CULTURALLY RESPONSIVE PEDAGOGICAL STRATEGIES......Page 109
CONCLUSION......Page 112
REFERENCES......Page 113
PREPARING TOMORROW’S TEACHERS: THE COMPONENTS OF A CULTURALLY RESPONSIVE EDUCATIONAL APPROACH......Page 116
CULTURE AND EDUCATION......Page 118
CURRICULUM AND MULTICULTURALISM......Page 119
CRITICAL REFLECTION......Page 121
PRACTICAL EXPERIENCE......Page 122
Critical Supervision......Page 123
CONCLUSION......Page 124
REFERENCES......Page 125
RECRUITING AND RETAINING FEMALE AND MINORITY ENGINEERING STUDENTS: A CRITICAL SOCIAL FEMINIST AND RACE PERSPECTIVE......Page 128
CRITICAL RACE THEORY......Page 130
SOCIAL FEMINIST THEORY......Page 132
THE MYTH OF EQUAL EDUCATIONAL ACCESS AND OPPORTUNITY......Page 135
THE MYTH OF EQUALITY IN ENGINEERING EDUCATION......Page 140
PRESCRIPTION FOR CHANGE......Page 143
CONCLUSION......Page 145
REFERENCES......Page 146
“TURN IN SOMETHING THAT YOU’RE PROUD OF” — PEDAGOGICAL SCRIPTS  AND THE RE-EDUCATION OF U.S. EDUCATED ENGLISH LEARNERS......Page 152
UNDERSTANDING THE FIGURED WORLD OF POSTSECONDARY DEVELOPMENTAL EDUCATION......Page 154
TURN IN SOMETHING THAT YOU’RE PROUD OF......Page 155
The Georgia Regents’ Test......Page 157
TAYLOR’S SCRIPTS......Page 158
“Did you answer my Questions?”......Page 159
”Do you want me to put you in Small Groups?”......Page 161
DISCUSSION: BETWEEN CONFRONTATIONAL PEDAGOGIES AND A HARD PLACE......Page 163
REFERENCES......Page 164
SOME URBAN PARENTS’ RESPONSES TO WHITE POWER AND PRIVILEGE IN EDMONTON’S K-12 EDUCATION STRUCTURES: SELF-ACTUALIZATION OUTCOMES OF SOME CARIBBEAN-CANADIAN BLACKS......Page 168
BACKGROUND......Page 169
Anthropological Perspective......Page 171
Sociological Perspective......Page 172
Cultural Studies Perspective......Page 173
The Cultural Identité Model......Page 175
METHOD......Page 185
Concern 1:--The Hegemonic Representation of Knowledge......Page 186
Concern 2:--Left out of the Curriculum......Page 188
Concern 3:--Realities of Systemic Whiteness in Educational Structures......Page 189
Concern 4:--White Power and Privilege Ensures Status Quo......Page 191
IMPLICATIONS AND CONCLUSIONS......Page 192
REFERENCES......Page 193
ABOUT THE AUTHORS......Page 200
INDEX......Page 204