A Letter to Our Next President
Bibliographic Data
| ID | 4954544 |
|---|---|
| Authors | Gloria Ladson-Billings (0000-0001-9371-2901, University of Wisconsin–Madison, corresponding author) |
| Year | 2008 |
| Volume | 59 |
| Issue | 3 |
| Pages | 235-239 |
| Publication date | 2008-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487108317466 |
| OpenAlex | W2064002264 |
| Language | EN |
| Citations received | 9 |
| References cited | 4 |
The next president of the United States faces monumental challenges in the areas of national defense, the economy, and health care. However, one daunting domestic issue the nation must face is the continued educational inequity that exists between children of color and their white counterparts in our schools. This article looks at four facets of the educational equity challenge and reframes the discourse from one of achievement gaps to education debt. The four facets of that debt are historical, economic, sociopolitical, and moral. Without this more robust look at how these disparities occur, the nation's schools will continue to tinker with peripheral issues such as more testing, continued grade retention, and punishing students and teachers, and fail to solve our real education problems
Debt · Economics · Equity (law) · Face (sociological concept) · Political science · Public relations · Social science · Sociology · Student debt · Tinker · White (mutation) · Critical Race Theory in Education · Finance · Law · Race, History, and American Society · Youth Development and Social Support
Compounding Privilege, Resilience, and Nonmedical Prescription Stimulant Use among College Students
Urban high school students’ perceptions of race, gender, and benefits from participating in a STEMM pipeline programme
Perpetuating Inequalities
“All Students Matter”
Contesting Trauma and Violence through Indigeneity and a Decolonizing Pedagogy at Rio Hondo Community College
Direct Democracy in Education
Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching
Fulfilling the Promise of Brown
Culturally Responsive Pedagogy
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,56 |
| Citation span | 2010 - 2024 (15) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |