I am participating as a discussion leader and speaker for a day on diversity at the University of South Carolina 14 April 2016. Below are my notes which may be of value to some addressing race and class in both social and educational contexts.
University of South Carolina
April 14 1:30 pm
Svec. M., & Thomas, P.L. (2016). The classroom crucible: Preparing teachers from privilege for students of poverty. In A.L. Hurst & S.K. Nenga (Eds.),
April 14 6 pm
“How do we look at systemic issues of equity in institutional settings?”
Scarcity: The New Science of Having Less and How It Defines Our Lives, Sendhil Mullainathan and Eldar Shafir
For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education, Chris Emdin
Police in the Hallways: Discipline in an Urban High School, Kathleen Nolan
Hope Against Hope, Sarah Carr
Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap, Paul Gorski
No Caste Here? Toward a Structural Critique of American Education, Daniel Kiel
In his famous dissent in Plessy v. Ferguson, Justice John Marshall Harlan argued that in the United States, there was “no caste here.” Justice Harlan was rejecting the idea that American society operated to assign preordained outcomes to individuals based upon classifications, including racial classifications. This Article questions whether Justice Harlan’s aspirational assertion accurately reflects contemporary American education. Identifying: (1) multiple classification mechanisms, all of which have disproportionate racial effects, and (2) structural legal, political, and practical impediments to reform, the Article argues that the American education system does more to maintain the nation’s historical racial hierarchy than to disrupt it. This is so, the Article suggests, despite popular agreement with the casteless ideal and popular belief that education can provide the opportunity to transcend social class. By building the framework for a broad structural critique, the Article suggests that a failure to acknowledge and address structural flaws will preclude successful comprehensive reform with more equitable outcomes.
deficit perspectives (word gap, achievement gap, grit)
Accountability v. equity — academics and discipline policies