As calls for defunding the police have gained momentum, the movement has also turned its attention to schools.
This should come as no surprise: Our society has consistently looked to schools to solve complex social problems. However, more often than not, educators receive little if any guidance on how to do so.
Consider this: If schools had been open when these murders occurred and were being viewed millions of times on social media, would educators have known how to speak to their students about what happened? Would they have been able to use this teachable moment to talk to kids about race and justice in America? Many students are ready for intellectually honest conversations -- whether in person or online -- about racism in America. But are our educators ready to lead those conversations?
Recognizing that low teacher expectations may be a factor contributing to under-achievement and to unfair discipline practices, many districts have embraced implicit bias training to address problems related to race. However, while bias is a genuine concern Devine et al. To understand how and why this occurs -- and to be prepared to engage in serious conversations about it with their students and colleagues -- educators must understand structural racism and what they can do to address it. Unlike interpersonal racism and racial bias, which remain pervasive, structural racism is not necessarily premised upon the actions, motivations, or beliefs of individuals. Rather, the term refers to the ways in which the history of racial domination has influenced the Stuctural and structure of society. In recent years, a certain kind of structural racism, related to the ways in which forces such as gentrification and environmental disasters have affected both the physical and social landscape of our cities, has come to have particularly deleterious effects on urban communities and schools.
This form Raciao racism must not be left out of the conversation about equity and racial justice in K education. Structural Racism And Racial Equity Analysis the s, most major American cities and other formerly industrial areas around the country here home to a largely non-white and poor population.
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In many cases, https://amazonia.fiocruz.br/scdp/blog/culture-and-selfaeesteem/segmentation-targeting-positioning.php wealthy white enclaves are located in close proximity to marginalized communities of color, with boundaries such as freeways, railroad tracks, rivers, and major thoroughfares serving as physical barriers that keep poorer, non-white residents out, while also cutting them off from basic services such as banks, hospitals, grocery stores, and parks. Recently, though, many of these urban spaces have experienced rapid change, and the forces at work -- gentrification, natural and man-made disasters, and the physical concentration of poverty and its disadvantages -- have had especially worrisome effects on the education of children of color.
Chicago offers a here insidious example of how school closures are inextricably linked to gentrification Lipman, Beyond poor performance, Structural Racism And Racial Equity Analysis primary justification given for these school closures was that they were under-enrolled. As Ewing and Pauline Lipman have described, school closures and the declining availability of public housing were mutually reinforcing. In turn, this was used to justify the closure of schools, and the ensuing shortage of schools was used to justify reductions in public housing. Ewing, Lipman, and others e.
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As schools were closed, not only were community ties ruptured, but many students were forced to enroll in schools in other neighborhoods. According to the sociologist Carla Sheddan immediate result of the closures was that 16, children now had to travel at least six miles to get to school p. The racism here is structural, baked into policies that their advocates believed to be race neutral, but which led to the dispossession of Black residents. Disasters, natural and human, and the remaking of schools in New Orleans. Students also suffered as a result of the Structural Racism And Racial Equity Analysis. Not long after the changes began, a group of local parents hired lawyers and filed complaints asserting that their children with special needs were not being adequately served, since the schools were increasingly incentivized to enroll and keep only students who received high scores on standardized tests Perry et al. These complaints were eventually supported by a lawsuit led by the Southern Poverty Law Center SPLCwhich found evidence of denied services and protections for students with disabilities Perry et al.]
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