Many of these models focus on the home-to-school connection as CRP does, while others expand on the application of even earlier concepts of critical pedagogy aimed at promoting concepts such as civic consciousness and identity formation. Several amicus briefs in the Fisher II case underscore that research more strongly than ever supports the benefits of college diversity and demonstrates that exposure to diversity enhances critical thinking and problem-solving ability, while also improving several other attributes related to academic success, including student satisfaction and motivation, general knowledge, and intellectual self-confidence.
This policy context, coupled with the place-based nature of K—12 education amid severe residential segregation, highly fragmented school districts, and the limitations on interdistrict desegregation remedies after the Supreme Court decision in Milliken v. While we do not deny the many factors working against the creation and sustainability of more diverse schools and classrooms, we believe that K—12 researchers, policy makers, and parents should pay more attention to the arguments put forth in higher education court cases regarding the educational benefits to all students.
For example, after the courts ruled to release the Charlotte Mecklenburg School District in North Carolina from their court-ordered desegregation plan, the district fought against the single sex schools research paper in Billings, arguing that they had a compelling interest in maintaining racially single sex schools research paper in Billings schools.
The current policy focus on standardized testing as the almost exclusive measure of high-achieving students and good schools and teachers does an educational disservice to students of all racial and ethnic backgrounds.
Sign up for updates. Therefore, diversity can improve the bottom line of companies and lead to unfettered discoveries and breakthrough innovations.
There was some analysis of the education system, teacher bias, socio-economic, cultural and political contexts, but analysis of wider social justice action was not as strongly evident in some final papers. McLaren and Kincheloe, ; Ladson-Billings, ; bell hooks, Teacher educators too need more formative learning time and space.
Families rebelled. A rise in support started in the late s and accelerated in the s.
Wells, B. King and Murphy, , we believe that there is an important opportunity for educators to forge closer art-science connections in pursuit of a more just and equal society. Although student teachers viewed the accommodation of diversity as an important pedagogical issue, only a limited number felt comfortable with and prepared for dealing with diversity in the classroom Hagan and McGlynn, Finally, two of the students took up the invitation from the PRP module coordinator to publicly present their work as part of a School of Education event.