The Abbott ruling in New Jersey: Did anyone ask the teachers? Timber Dove Washington

ISBN: 9780549792079

Published:

NOOKstudy eTextbook

195 pages


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The Abbott ruling in New Jersey: Did anyone ask the teachers?  by  Timber Dove Washington

The Abbott ruling in New Jersey: Did anyone ask the teachers? by Timber Dove Washington
| NOOKstudy eTextbook | PDF, EPUB, FB2, DjVu, talking book, mp3, ZIP | 195 pages | ISBN: 9780549792079 | 10.64 Mb

The purpose of the study was to examine the education of Black and Latino/a preschool children in an urban, lower socioeconomic environment through the lived experiences of how the teachers and administrators at Little People at Work (LPAW) preschoolMoreThe purpose of the study was to examine the education of Black and Latino/a preschool children in an urban, lower socioeconomic environment through the lived experiences of how the teachers and administrators at Little People at Work (LPAW) preschool were affected and positioned during the Abbott policy (2000) implementation.

The researcher examined how teachers at LPAW were affected and positioned during the implementation of a mandated curriculum, Curiosity Corner, imposed by the Abbott decision. The study provided ways to re-conceptualize professional development at LPAW using Political Action Research to unravel the complexities the teachers and administrators at LPAW encountered as a consequence of the Abbott policy decision.-Critical Race Theory (CRT) frames a qualitative case study employing interviews, focus groups, observations, and written documentation related to how teachers negotiated issues of race and power.

The research revealed that programs that do not allow for dialogue with teachers, children, parents and administrators from within the community cannot begin to understand where change needs to take place or where the emphasis should be placed. Teachers, children, parents, and administrators within each community should be given equal voice in negotiating what should happen within their communities. Assumptions made with policies like Abbott that are not discussed and critiqued between those affected do not take into account the potential for adverse change.

CRT looked at how the internalization of color blind conceptions, ascendancy, and economic exploitations were reflected in teachers language. Through CRT it was possible to identify, analyze, and elucidate those structural, cultural, and interpersonal aspects of education that maintain the marginalization of people of color through the voices of the teachers at LPAW.-The implications of the study suggest that helping programs like Abbott, targeted to assist those who have been marginalized by discrimination, often have low expectations of the students, teachers and administrators they are attempting to help.

The research further suggests that the inquiries, reflections, and advice of teachers, administrators, children and families are necessary components for informing practice and policies in schools.



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