Visioning Hope

Embracing Higher Education’s Role With Urban Public Charter Schools

Datos Bibliográficos

ID10856763
AutoresBette S Bergeron (Southern Connecticut State University, New Haven, USA, autor de correspondencia)
Año2017
Volumen52
Número6
Páginas718-744
Fecha de publicación2017-07-01
Open AccessSí
TipoARTICLE
RevistaUrban Education (JOURNAL)
Identificadores de la revistaISSN: 0042-0859 • E-ISSN: 1552-8340
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085915574525
OpenAlexW2026314444
IdiomaEN
Citas recibidas1
Referencias citadas21

The purpose of this study is to reflect on the evolution of a partnership between a university and urban charter high school serving a predominately African American population. Because of the author’s embeddedness both as the researcher and participant member, this research assumes the paradigm of autoethnography. Reflections on key components of this evolution provide implications for teacher education, particularly in regard to a call for engagement between urban charter schools and educator preparation programs, and a challenge to higher education to analyze existing perceptions of public charter schools within a wider institutional mission to prepare educators for all children

Alternative education · Autoethnography · Charter · Charter school · Education policy · Embeddedness · General partnership · Higher education · Pedagogy · Political science · Population · Public relations · Social science · Sociology · Critical Race Theory in Education · Diverse Education Studies and Reforms · Education · Gender Studies · Indigenous and Place-Based Education · Public Administration

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