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Rethinking democratic schooling: Qu...

Bianco, Lisa Francesca.

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Rethinking democratic schooling: Questions of race, class, and gender in liberal progressive pedagogy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Rethinking democratic schooling: Questions of race, class, and gender in liberal progressive pedagogy./
作者:	Bianco, Lisa Francesca.
面頁冊數:	349 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2468.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3225118
ISBN:	9780542791635

Rethinking democratic schooling: Questions of race, class, and gender in liberal progressive pedagogy.
Bianco, Lisa Francesca.

Rethinking democratic schooling: Questions of race, class, and gender in liberal progressive pedagogy. - 349 p.

Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2468.

Thesis (Ed.D.)--Teachers College, Columbia University, 2006.

Critical race and poststructural feminists theorists raise questions about racial, economic, and gender inequities found in today's schools. They are concerned that liberal progressive educators uncritically promote hegemonic and flawed notions of democracy, and implement school practices that disadvantage children of color, children from low-economic communities, and females.

ISBN: 9780542791635Subjects--Topical Terms:

626654
Education, Sociology of.

Rethinking democratic schooling: Questions of race, class, and gender in liberal progressive pedagogy.
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245 1 0 $a Rethinking democratic schooling: Questions of race, class, and gender in liberal progressive pedagogy.
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500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2468.
500 $a Adviser: A. Lin Goodwin.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2006.
520 $a Critical race and poststructural feminists theorists raise questions about racial, economic, and gender inequities found in today's schools. They are concerned that liberal progressive educators uncritically promote hegemonic and flawed notions of democracy, and implement school practices that disadvantage children of color, children from low-economic communities, and females.
520 $a The purpose of this practitioner research case study was to examine concepts of democratic schooling that rely primarily on notions of liberal democracy, and to give audience to the voice of young students. The study looked at how students, who attended a progressive NYC public school, experienced the implicit and explicit curriculum. The researcher's intentions were to analyze perceptions of those sampled through the dual lenses of critical race and poststructural feminist theory.
520 $a Six students from the researcher's fifth and sixth grade classroom participated in the study. Seven of the students' parents and three of their teachers participated as secondary informants. Data were collected over four-months through photographs, individual interviews, several focus group interviews, student journals and reflections, and school documents.
520 $a Community, voice, and learning emerged as dominant themes regarding the big ideas promoted by the school. Findings also indicated that students liked and connected to aspects of these big ideas. Issues regarding students' concerns in being a part of the school community were related to issues of equity and voice. Finally, the findings showed that beliefs about democracy, voice, and equity (inclusion) conflicted with educational aims and practices of the school.
520 $a Although the findings revealed that there is value in the Village Mosaic School's efforts to be democratic in practice, they also indicate that there are concerns and conflicts which are present and that contradict the school's ideals and efforts to be democratic in practice. Findings suggest the need for liberal democratic schools in general to give more attention to recognizing "traditional liberal democratic schooling" practices and ways of thinking that promote cultural hegemony and put females, students of color, and students from low-economic communities at a disadvantage.
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792 $a 2006
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