View in EDS HTML Full Text PDF Full Text

Resisting Erasure: Cultivating Opportunities for a Humanizing Curriculum

Saved in:
Bibliographic Details
Title: Resisting Erasure: Cultivating Opportunities for a Humanizing Curriculum
Language: English
Authors: Burke, Christopher, Adler, Martha A., Linker, Maureen
Source: Multicultural Perspectives. Apr 2008 10(2):65-72.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Educational Change, Teacher Student Relationship, Student Centered Curriculum, African American Students, Cooperation, Poverty, Federal Legislation, Academic Achievement, School Districts, Academic Standards, Standardized Tests, Middle Class, Middle Class Culture, Teacher Administrator Relationship, Educational Improvement, Partnerships in Education
Laws, Policies and Program Identifiers: Milliken v Bradley, No Child Left Behind Act 2001
DOI: 10.1080/15210960801997924
ISSN: 1521-0960
Abstract: Our research reflects a long-term professional dialogue and inquiry with teachers to develop and refine curriculum to address the needs of students in a high poverty, predominantly African-American school. Through our collaboration, we identify both institutional and personal barriers to changing and implementing a more student-centered curriculum. We also identify teachers' relationships with their students as a resource for effectively reforming the curriculum and propose steps for supporting such change in practice. (Contains 1 footnote.)
Abstractor: As Provided
Number of References: 38
Entry Date: 2008
Accession Number: EJ810929
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:Our research reflects a long-term professional dialogue and inquiry with teachers to develop and refine curriculum to address the needs of students in a high poverty, predominantly African-American school. Through our collaboration, we identify both institutional and personal barriers to changing and implementing a more student-centered curriculum. We also identify teachers' relationships with their students as a resource for effectively reforming the curriculum and propose steps for supporting such change in practice. (Contains 1 footnote.)
ISSN:1521-0960
DOI:10.1080/15210960801997924