A Rose by Any Other Name
Latino and Anglo Teachers Constructing Chicago School Reform
Bibliographic Data
| ID | 2366478 |
|---|---|
| Authors | Pamela Anne Quiroz (corresponding author), Tommie Lee Ragland |
| Year | 1998 |
| Volume | 27 |
| Issue | 1 |
| Pages | 137-168 |
| Publication date | 1998-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Contemporary Ethnography (JOURNAL) |
| Journal identifiers | ISSN: 0891-2416 • E-ISSN: 1552-5414 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/089124198027001005 |
| OpenAlex | W1973212906 |
| Language | EN |
| References cited | 12 |
This article uses a dramaturgical approach to analyze Chicago school reform as it is interpreted by Latino and Anglo teachers in one predominantly Latino high school. We present our analysis in the scripted form of performance science, fashioning two juxtaposed monologues that represent composites of oppositional groups encountered at the school as teachers struggled to translate reform into action. The article also identifies the conditions and assumptions in each group that yield disparate beliefs about reform, the impact of ethnicity and social class on these constructions, and a consideration of the interactions between these two groups of teachers. The belief systems confronted each other politically and sociologically, raising questions as to whether Chicago school reform operates similarly in other schools. More important, is the reform simply another ephemeral Band-Aid or a viable solution to the problems confronting the city's educational system
Action (physics · Class (philosophy · Ephemeral key · Epistemology · Ethnic group · Mathematics education · Pedagogy · Raising (metalworking · Rose (mathematics · Social science · Sociology · Anthropology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Psychology · Social Psychology · Teacher Education and Leadership Studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |