Engaging Suburban Students in Dialogues on Diversity in a Segregated Metropolitan Area

Bibliographic Data

ID9728925
AuthorsBarry Checkoway (University of Michigan, Ann Arbor, MI, USA, corresponding author), Todd Lipa (Farmington Hills, MI, USA), Erika Vivyan (University of Wisconsin–Madison, WI, USA), Sue Zurvalec (Farmington Public Schools, MI, USA)
Year2017
Volume49
Issue4
Pages388-402
Publication date2017-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124516643762
OpenAlexW2344427703
LanguageEN
References cited22

What are some strategies for engaging suburban students in dialogues on diversity in new American metropolis? This question is important, especially at a time when some suburbs are changing from “segregated” to “segregated and diverse,” and scholarship is needed to guide their discussion. This article analyzes efforts by a suburban school district, municipal agency, and a university to collaborate for this purpose. It draws on work with students in metropolitan Detroit, while framing the effort in terms of its wider significance

Agency (philosophy · Diversity (politics · Framing (construction · Geography · Metropolitan area · Pedagogy · Political science · Public relations · Racial diversity · Scholarship · School district · Social science · Sociology · Critical Race Theory in Education · Gender Studies · Multilingual Education and Policy · Teacher Education and Leadership Studies

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