3 years ago

SHIELDS M. Carolyn3.pdf

SHIELDS M. Carolyn3.pdf

Whether we like it or

Whether we like it or not, public education is a political enterprise and is washed in and blown by the waves and winds of political opinion. Critiques of social justice are, therefore, more ideological than political. They serve to remind us of the importance of dialogue, not about whether schools should be political, but about what kind of political stance should be taken by public education. The data from this study suggest clearly that to take a position for social justice is, in no way, to take a position against academic achievement. Instead, they are and must continue to be inextricably linked if we are to create the conditions under which all children may attain high academic standards. We must resist appeals to reject social justice in favor of rigorous academic standards, for they can and must go hand in hand. Shields, Social Justice, CCEAM, 8/29/2006, p. 14

References Apple, M. (1986). Teachers and texts: A political economy of class and gender relationships in education. Great Britain: Routledge & Kegan Paul. Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kötahitanga: The experiences of Year 9 and 10 Mäori students in mainstream classrooms. Report to Ministry of Education. Wellington, NZ. Available: Bush, G. W. (2004). The essential work of democracy. Phi Delta Kappan, 86(2), October, p. 114, 118-21. Chronicle of Education (2006), accessed June 6, 2006 at Cummins, J. (1989) Empowering minority students: A framework for intervention. In N. M. Hidalgo, C. L. McDowell, & E. V. Siddle (eds.), Facing racism in education. Cambridge, MA: Harvard Educational Review Reprint Series 21, pgs. 50-68 Education Commission of the States. (2004). The Progress of Education reform 2004: Hispanic achievement, 6(3). Washington, DC: Author. Foucault. M. (1980). Power/knowledge: Selected interviews and other writings. (ed. Colin Gordon). New York. Pantheon. Giroux, H. (1997). Channel surfing: Race talk and the destruction of today’s youth. New York: St. Martin’s. Giroux, H. A. (2005). The terror of neoliberalism: Rethinking the significance of cultural politics. College Literature, 32(1), 10-19. Kennedy, M. (1997). The connection between research and practice, Educational Researcher, 26(7), 4-12. McLaren, P. ( 2003). Life in schools: An introduction to critical pedagogy in the foundations of education (4 th ed.). Boston: Pearson Education No Child Left Behind. (2002). Official U.S. Department of Education web site. U.S. Department of Education, Accoutability, Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the Black-White achievement gap. New York: Teachers College, Columbia/Economic Policy Institute. Shields, C. M., (2003). Good intentions are not enough: Transformative leadership for communities of difference. Lanham, MD: Scarecrow Shields, C. M., & Bishop, R. (2006). Overcoming disparity: Challenging the conceptual underpinnings of anti-racist education. In Race, Ethnicity and Education, In E. W. Ross (ed.), Westport, CT: Praeger. Shields, Social Justice, CCEAM, 8/29/2006, p. 15

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