Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms |
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| Authors: | Thandeka K Chapman |
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| Institution: | (1) Department of Curriculum and Instruction, University of Wisconsin, Milwaukee, 310 Enderis Hall, P.O. Box 413, Milwaukee, WI 53202, USA |
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| Abstract: | The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study
documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically
diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple
steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory
to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents
how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms.
Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current
conversations on successful reform implementation.
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| Keywords: | Multicultural education Urban education Critical race theory |
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