Urban School Achievement Gap as a Metaphor to Conceal U.S. Apartheid Education

Bibliographic Data

ID7418124
AuthorsBeverly E Cro (corresponding author), Beverly E Cross (University of Memphis, corresponding author)
Year2007
Volume46
Issue3
Pages247-255
Publication date2007-07-18
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00405840701402299
OpenAlexW2051204445
LanguageEN
Citations received6
References cited15

This article uses the metaphor of the achievement gap to make transparent, discuss, and critique the analytical frame/lens used in the articles to analyze urban education. Doing such an analysis is essential to producing an additional lens that has utility in theory and practice. It facilitates a historical analysis of urban education and leads to creating an argument for the new frame in advancing future work in urban education. This will not represent a response to the articles in the issue, but will advance possible alternative analytical frames, scholarly possibilities, and practical approaches to a new generation of urban educators (scholars, school educators, youth, and community members) who utilize the multiple voices, axes of analyses, and perspectives as a tool of urban education thinking, practice, and improvement

Argument (complex analysis · Content analysis · Engineering ethics · Epistemology · Frame (networking · Frame analysis · Mathematics education · Metaphor · Pedagogy · Social science · Sociology · Work (physics · Computer Science · Diverse Education Studies and Reforms · Engineering · Parental Involvement in Education · Psychology · School Choice and Performance

Tools

Open DOISci-Hub