Broschiertes Buch

Contemporary Issues in Equity, Democracy, and Public Education

Multidisciplinary Perspectives from Education, Social Sciences, and Health

Herausgegeben: Crawford, Felicity; Coleman, Fadie T.; Wiehe, Elsa

Beschreibung

Contemporary Issues in Equity, Democracy, and Public Education explores how inequity manifests in public education and social institutions, and how this inequity impacts the health and wellbeing of citizens, including marginalized people. Demonstrating how inequity thereby threatens democracy, this book also poses suggestions for improving equity in U.S. education.

Taking a multidisciplinary approach to historical and contemporary sources of inequity that operate in social institutions and public policy, this carefully curated volume shows how disparities in education levels, income, housing, and health have consequences that reverberate through individuals' lives, and thereby undermine a democratic way of life. Contributions from a wide variety of experts offer approaches to solving these problems, as well as curricular innovations for identifying and alleviating systemic inequities. Part 1 begins by examining the origins and persistence of systemic inequity in U.S. public education, while Part 2 highlights the physiological, psychological, and social impacts of systemic bias, and how these factors interrupt democratic engagement over time. Moving on to examine the curriculum in more detail, Part 3 explores how we can promote equity across the curriculum, and Part 4 closely considers how we can expand educational opportunities for marginalized groups within STEM education.

The book will make invaluable reading for graduate students and researchers in Education - particularly Social Justice Education, Multicultural Education, Educational Policy and Politics, STEM Education, and Social Studies Education - as well as policymakers, in-service teachers, administrators, and activists.

Autor

Felicity Crawford is Clinical Associate Professor at Wheelock College of Education and Human Development, Boston University, USA. Fadie T. Coleman is Assistant Dean for Diversity, Equity, Inclusion, and Belonging at Harvard School of Dental Medicine, USA. Elsa Wiehe is Program Manager for the African Studies Center K-16 Education Program, Boston University, USA.

Produktdetails

• Verlag: Taylor & Francis; Routledge
• Seitenzahl: 326
• Erscheinungstermin: 30. Dezember 2024
• Englisch
• Abmessung: 229mm x 152mm x 18mm
• Gewicht: 334g
• ISBN-13: 9781032761466
• ISBN-10: 1032761466
• Artikelnr.: 71616466

Rezensionen

Our nation, among many others, is losing the democratic impulse and imagination that have made public education, at least in theory, a requisite for a flourishing democracy. The abysmal condition of U.S. public schools, especially for the most vulnerable segments of our population, is distressingly obvious. This book holds no punches when it comes to recognizing, critiquing, and addressing the problem head-on. Rather than blame students, their families, or communities for conditions over which they have little power as is often the case in our public discourse, the authors and editors of this compelling book instead suggest that an authentic equity perspective and practice are required, a perspective that recognizes the systemic and

institutional nature of injustice. We need the message enshrined in this book - that equity cannot thrive without justice - now more than ever.

Sonia Nieto
Professor Emerita, Language, Literacy, and Culture
College of Education, University of Massachusetts, Amherst, USA

The editors weave together compelling chapters that illuminate key current challenges to U.S. democracy in general and education in particular. Across disciplinary perspectives, the authors astutely elucidate how neoliberal principles merge with historical discriminatory ideologies and cement educational inequalities with the end result of weakening our democracy. Finally, and most importantly, the authors blend cross-disciplinary theories with powerful examination of potentially liberatory approaches and offer educators and other citizens hopeful yet realistic optimism for safeguarding our nation's democracy and social justice ideals.

Lilia I. Bartolomé,
Professor Emerita, Department of Applied Linguistics
University of Massachusetts, Boston, USA