Theoretical Underpinnings of Separate Educational Programs
The Social Justice Challenge Continues
Bibliographic Data
| ID | 9729124 |
|---|---|
| Authors | Elise M Frattura (University of Wisconsin–Milwaukee), Elise Frattura (University of Wisconsin–Milwaukee, corresponding author), Carol Topinka (St. Francis School District) |
| Year | 2006 |
| Volume | 38 |
| Issue | 3 |
| Pages | 327-344 |
| Publication date | 2006-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124506287032 |
| OpenAlex | W2156329733 |
| Language | EN |
| Citations received | 10 |
| References cited | 7 |
In this article, the authors focus on the continued marginalization of students to peripheral educational programs, such as special education programs, at-risk programs, and English as a second language programs, and the theoretical connections perpetuating the educational status quo. As the repercussions of No Child Left Behind (NCLB) have time to make an impact, educators will have marginalized even more students to remedial programs in the name of educational accountability. The authors delineate the theoretical and pathological premises that have enabled an educational model that alienates and oppresses groups of children in our public schools and, hence, society. Most important, the authors address the use of voice through critical pragmatism in efforts to confront oppression and reconstruct our educational services for all learners in the name of social justice
Accountability · Criminology · Economic Justice · Education theory · Educational Equity · Higher education · Mathematics education · Oppression · Pedagogy · Political science · Politics · Public relations · Remedial education · Social justice · Sociology · Status quo · Collaborative Teaching and Inclusion · Disability Education and Employment · Education Discipline and Inequality · Law · Psychology
Contested perspectives
Sustainable rural learning ecologies- a prolegomenon traversing transcendence of discursive notions of sustainability, social justice, development and food sovereignty
Diverse multilingual researchers contribute language acquisition components to an integrated model of education
Policy archaeology
Reculturing for equity through integrated services
Novice teachers’ conceptions of fairness in inclusion classrooms
The efficacy of embedding special education instruction in teacher preparation programs in the United States
The More Things Change, the More They Stay the Same
Reconstructing the Cultural Context of Urban Schools
Improving special education mediation
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,53 |
| Citation span | 2007 - 2026 (20) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |