Christopher Dunbar
Biographic Data
| ID | 106089 |
|---|---|
| NAME | Christopher Dunbar |
| GIVEN NAMES | Christopher |
| FAMILY NAME | Dunbar |
| SIGNATURE | DUNBAR C |
| AFFILIATIONS | Michigan State University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 3 |
Derrick Bell, CRT, and educational leadership 1995–present
Critical Race Theory (CRT) has become a centered conceptual framework to understand American education and reform (Ladson-Billings and Tate 1995; Solorzano and Yosso; 2001; Decuir and Dixon 2004). Indeed, educational leadership scholars have not been far behind in recognizing the explicative and powerful role of CRT studies in their work (Lopez 2003; Parker and Villalpando 2007). As we acknowledge the role of CRT, we cannot do so without reflecti…
Race, Subjectivity, and The Interview Process
In the Eyes of the Beholder
Zero tolerance policy was created as a result of the Gun Free Schools Act of 1994. Varied views exist on zero tolerance policy that include its substantive impact, for whom it is intended, and its viability to address the problem of school violence. Parents, politicians, principals, and teachers have stated their views on the issues. However, there is a voice that is conspicuously absent in this dialogue—that is, students for whom the policy was …
A Shadow That Clouds My View
Urban School Leaders and the Implementation of Zero-Tolerance Policies
This article examines the responses of school principals from an urban school district to Michigan's zero-tolerance policy. We specifically seek to understand how school leaders interpret and implement the policy and how their administrative discussions subsequently affect the educational experience of children in urban schools. Given that a disproportionately high number of African American and Latino students are negatively affected by this pol…
Race, Subjectivity, and the Interview Process
From Alternative School to Incarceration
These collective stories are about a group of African American boys who have been mandated to an alternative school for students unwilling or unable to conform to the norms of traditional public school. The author begins the story with his experience as an alternative school teacher; it evolves into a dialogue with students that draws upon vernacular, folk, and popular cultural forms used by these boys. The text speaks to and represents the needs…
African American males and participation
Three Short Stories
The following three short stories are part of a collection of stories written about the experiences of five African American male students enrolled in a Midwest alternative school. This alternative school was established to house students who have been described as incorrigible, disruptive, social misfits, and academically incompetent. The collective stories included in this text are about students who have lived difficult lives. This text reveal…
African American males and participation
Three Short Stories
The following three short stories are part of a collection of stories written about the experiences of five African American male students enrolled in a Midwest alternative school. This alternative school was established to house students who have been described as incorrigible, disruptive, social misfits, and academically incompetent. The collective stories included in this text are about students who have lived difficult lives. This text reveal…
In the Eyes of the Beholder
Zero tolerance policy was created as a result of the Gun Free Schools Act of 1994. Varied views exist on zero tolerance policy that include its substantive impact, for whom it is intended, and its viability to address the problem of school violence. Parents, politicians, principals, and teachers have stated their views on the issues. However, there is a voice that is conspicuously absent in this dialogue—that is, students for whom the policy was …
Urban School Leaders and the Implementation of Zero-Tolerance Policies
This article examines the responses of school principals from an urban school district to Michigan's zero-tolerance policy. We specifically seek to understand how school leaders interpret and implement the policy and how their administrative discussions subsequently affect the educational experience of children in urban schools. Given that a disproportionately high number of African American and Latino students are negatively affected by this pol…
Derrick Bell, CRT, and educational leadership 1995–present
Critical Race Theory (CRT) has become a centered conceptual framework to understand American education and reform (Ladson-Billings and Tate 1995; Solorzano and Yosso; 2001; Decuir and Dixon 2004). Indeed, educational leadership scholars have not been far behind in recognizing the explicative and powerful role of CRT studies in their work (Lopez 2003; Parker and Villalpando 2007). As we acknowledge the role of CRT, we cannot do so without reflecti…
From Alternative School to Incarceration
These collective stories are about a group of African American boys who have been mandated to an alternative school for students unwilling or unable to conform to the norms of traditional public school. The author begins the story with his experience as an alternative school teacher; it evolves into a dialogue with students that draws upon vernacular, folk, and popular cultural forms used by these boys. The text speaks to and represents the needs…
African American males and participation
Three Short Stories
The following three short stories are part of a collection of stories written about the experiences of five African American male students enrolled in a Midwest alternative school. This alternative school was established to house students who have been described as incorrigible, disruptive, social misfits, and academically incompetent. The collective stories included in this text are about students who have lived difficult lives. This text reveal…
Race, Subjectivity, and the Interview Process
From Alternative School to Incarceration
These collective stories are about a group of African American boys who have been mandated to an alternative school for students unwilling or unable to conform to the norms of traditional public school. The author begins the story with his experience as an alternative school teacher; it evolves into a dialogue with students that draws upon vernacular, folk, and popular cultural forms used by these boys. The text speaks to and represents the needs…
Urban School Leaders and the Implementation of Zero-Tolerance Policies
This article examines the responses of school principals from an urban school district to Michigan's zero-tolerance policy. We specifically seek to understand how school leaders interpret and implement the policy and how their administrative discussions subsequently affect the educational experience of children in urban schools. Given that a disproportionately high number of African American and Latino students are negatively affected by this pol…
A Shadow That Clouds My View
In the Eyes of the Beholder
Zero tolerance policy was created as a result of the Gun Free Schools Act of 1994. Varied views exist on zero tolerance policy that include its substantive impact, for whom it is intended, and its viability to address the problem of school violence. Parents, politicians, principals, and teachers have stated their views on the issues. However, there is a voice that is conspicuously absent in this dialogue—that is, students for whom the policy was …
Race, Subjectivity, and The Interview Process
Derrick Bell, CRT, and educational leadership 1995–present
Critical Race Theory (CRT) has become a centered conceptual framework to understand American education and reform (Ladson-Billings and Tate 1995; Solorzano and Yosso; 2001; Decuir and Dixon 2004). Indeed, educational leadership scholars have not been far behind in recognizing the explicative and powerful role of CRT studies in their work (Lopez 2003; Parker and Villalpando 2007). As we acknowledge the role of CRT, we cannot do so without reflecti…
Sociology (9 works) · Gender Studies (7 works) · Gender Studies (5 works) · Pedagogy (5 works) · Psychology (5 works) · Education Discipline and Inequality (4 works) · Political science (4 works) · Criminology (3 works) · Diverse Education Studies and Reforms (3 works) · Epistemology (3 works)