Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools Author: Glenn E. Singleton | Language: English | ISBN:
0761988777 | Format: PDF
Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools Description
Examining the achievement gap through the prism of race, the authors explain how to use "courageous conversations" to create a learning community that promotes academic parity.
- Paperback: 304 pages
- Publisher: Corwin; 1 edition (November 18, 2005)
- Language: English
- ISBN-10: 0761988777
- ISBN-13: 978-0761988779
- Product Dimensions: 9.9 x 7 x 0.7 inches
- Shipping Weight: 1 pounds (View shipping rates and policies)
I live in a rapidly gentrifying part of town as my neighbors of color become fewer and fewer and more people like me move into it. What was once a predominantly African-American, working-class neighborhood is transforming into an upper-middle class and increasingly white neighborhood. Sadly, the neighborhood schools remain largely segregated, my new neighbors sending their children to other schools in the city or to private schools, my African-American neighbors sending their children to the schools close by. I find this disturbing. What I also find disturbing is the "achievement gap" between childern of color and White kids. Previously I had attributed this "achievement gap" to socio-economic differences and a lack of parental involvement in schools. I was wrong to think this, as Singleton and Linton address pointedly in their book. What causes this gulf - and more importantly, how it can be eliminated - has been a hot-button issue nationally with the passage of "No Child Left Behind" and locally as school districts seek to address this problem. Singleton and Linton suggest that the most effective place to begin is with a hard, cold look at the issue of race in American schools specifically and American society at large. A caveat - any meaningful discussion of race is going to be uncomfortable and disturbing for all parties, regardless of race. Singelton and Linton provide the context in which to have these disucssions, with the intent that participants (regardless of race) come to an understanding if not necessicarily consensus on the impact of racial relations in education.
The issue, they contend, is that our public school system has been created by and for Whites.
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