Scott / Blanchett / A. Research in Urban Educational Settings

Lessons Learned and Implications for Future Practice
1. Auflage 2010
ISBN: 978-1-61735-208-9
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 245 Seiten

Results from quantitative and qualitative research studies have painted countless images of the unique features shaping urban schools including students' experiences and how the surrounding communities affect the entire system. Race, ethnicity, social class, language, power, politics, and public image operate as intersecting elements shaping the contours of urban school life therefore its documentation. Little has been written about how researchers of urban schools and their constituencies effectively navigate these complex elements, design a culturally sensitive and responsive project, and acquire meaningful data. What are some of the critically important issues a researcher should consider when working with urban schools? What should be a researcher's commitment to the urban communities in which they conduct research? How can a researcher develop a trusting relationship in an environment justifiably distrustful of outsiders? These and other inquiries shape the contours of this edited volume. As educators and policy makers take a closer examination at urban schools and their successes, research of these unique settings assumes a more prominent role. For academics, both novice and experienced, establishing and maintaining rapport within these environments often require greater attention than qualitative or quantitative research books accord. Authors in this compilation share lessons learned about power, privilege, and their meanings as they pertain to conducting research in and with urban settings. To this end, four primary objectives guide this manuscript: 1) To expand the conversation of urban school research to include multiple voices of culturally responsible, caring scholars with a professed commitment to using research as an empowering tool for urban educational contexts; 2) To provide practical accounts of what has and has not worked for individuals conducting both shortterm and longitudinal research in urban educational institutions and communities; 3) To demonstrate the (dis)connect between classroom discussions of urban education and reallife field experiences of researchers working in urban settings; and 4) To broaden discussions of reflexivity by analyzing the complex journey qualitative and quantitative sociologists, anthropologists, teacher educators, urban educators, and special educators experience while negotiating and creating collaborative relationships with urban educators, administrators, students, parents, and community members.

Autoren/Hrsg.

Scott, Kimberly A.

Scott,

Blanchett, Wanda J.

A., Kimberly

Blanchett,

J., Wanda

Inhaltsverzeichnis

1;Research in Urban Educational Settings;2
2;Lessons Learned and Implications for Future Practice;2
3;CONTENTS;6
3.1;PART I: TRANSITIONS;6
3.1.1;1. Stories for Educational Leadership Programs: Research at its Best;6
3.1.2;2. Asking the Right Questions in Urban Education Research: The Role of Privilege;6
3.1.3;3. Research as an Epistemological Architect of Marginalizing Power in the Intellectual Enterprise;6
3.1.4;4. Transformative Scholarship: Problematizing the Role of Insider Within Educational Research in Urban Settings;6
3.2;PART II: LESSONS LEARNED;6
3.2.1;5. A View From the Other Side: Practitioner Research on Critical Mathematics Pedagogy in an Urban High School;6
3.2.2;6. Creating Effective Learning Opportunities for Diverse Students and Families: Implications for Conducting Urban Education Research;6
3.2.3;7. Makin’ a Way Out of No Way: Forging a Path in Urban Special Education Research;7
3.3;PART III: NEGOTIATIONS AND COLLABORATIONS;7
3.3.1;8. Service and Scholarship: How Opportunities to “Give Back” Foster Culturally Responsive and Respectful Research Projects;7
3.3.2;9. Insider and Outsider: Reflexivity and Intersubjectivity in Ethnography;7
3.3.3;10. One Educator’s Perspective of the Disconnect Between the Academy and African American School Districts;7
3.3.4;11. Getting Beyond the Script: Negotiating the Complexities of Urban Settings as Research Sites;7
3.4;Research in Urban Educational Settings;4
3.5;Lessons Learned and Implications for Future Practice;4
3.5.1;edited by;4
3.5.2;Kimberly A. Scott Arizona State University;4
3.5.3;and;4
3.5.4;Wanda J. Blanchett;4
3.5.5;University of Missouri-Kansas City;4
3.5.5.1;Information Age Publishing, Inc.;4
3.5.5.2;Charlotte, North Carolina • www.infoagepub.com;4
4;Foreword;8
4.1;Carol D. Lee;8
4.2;REFERENCES;10
5;ACKNOWLEDGMENTS;12
6;Introduction;14
6.1;Overview of the Book;17
6.2;References;18
6.3;part i;20
6.3.1;Transitions;20
6.3.2;Table 1.1. Urban Education Books 1975-2008;32
7;Stories for Educational Leadership Programs;22
7.1;Research at its Best;22
7.1.1;Kimberly A. Scott and Jessica A. Solyom;22
7.2;INTRODUCTION;22
7.2.1;If current and future educational leaders are to foster successful, equitable, and socially responsible learning and accountability practices for all students, then substantive changes in educational leadership preparation and professional developmen...;22
7.2.2;—Brown (2004, p. 80).;22
7.3;EDUCATIONAL LEADERS AND RACIAL REALISM;24
7.4;CRITICAL RACE THEORY AS PRAXIS—ONE RESPONSE;26
7.4.1;1. Recognition that racism is endemic to society (Bell, 1995) and its intercentricity with other forms of subordination including oppression based on gender, class, immigration status, surname, phenotype, accent and sexuality (Solórzano & Yosso, 2002).;26
7.4.2;2. Employment of a variety of theoretical traditions including Marxism, feminism, post-structuralism, and critical legal studies (Matsuda, Lawrence, Delgado, & Crenshaw, 1993).;26
7.4.3;3. An emphasis on the absolute centrality of history and context (Crenshaw et al., 1995).;27
7.4.4;4. A challenge to dominant ideology including notions of objectivity, meritocracy, color-blindness, equal opportunity and race neutrality (Dixson & Rousseau, 2005).;27
7.4.5;5. Placing value on experiential knowledge in order to posit that “reality” is situational and socially constructed (Ladson-Billings, 1998).;27
7.4.6;6. A call toward activism and actively working toward the elimination of racial oppression, with the goal of ending all forms of oppression (Bell, 1995; Brayboy, 2005; Donnor, 2005; Matsuda et al., 1993).;27
7.5;RECOMMENDATION #1: MEDIA ANALYSES ANALYSIS SHOULD DRAW FROM OTHER DISCIPLINES;28
7.5.1;1. Urban communities have little interest in urban school improvement. Films cast urban school community leaders as either disinterested in youngsters’ educational lives or actively working to prevent their achievement. In the end, the idea that ur...;28
7.5.2;2. Change in an urban school or community is a result of a community-outsider working in isolation and with minimal results. Even if the “savior” belongs to the same racial or ethnic category as the students, the films portray these characters as...;29
7.5.3;3. Students or individuals from urban areas succeed once they leave the community and gain support from an outsider—typically individuals who represent the dominant culture. For example: Chris Gardner’s character in The Pursuit of Happyness does ...;29
7.6;RECOMMENDATION #2 PROVIDE MODEL STORIES;30
7.6.1;Ethnography and Urban Education;31
7.6.2;Pedagogy and Urban Education;32
7.6.3;Organizational Reform and Urban Education;33
7.7;RECOMMENDATION #3 STORYTELLING AS A COLLECTIVE;34
7.8;LAST WORDS;35
7.9;NOTE;36
7.10;REFERENCES;36
7.10.1;chapter 1;22
7.11;Table 2.1. Banks’ Typology;49
8;Asking the Right Questions in Urban Education Research;40
8.1;The Role of Privilege;40
8.1.1;Wanda J. Blanchett and Shelley D. Zion;40
8.2;INTRODUCTION;40
8.3;OLD WINE NEW BOTTLES: THE DEBATE ON WHAT CONSTITUTES EDUCATIONAL RESEARCH;43
8.4;PREVAILING EDUCATIONAL RESEARCH ASSUMPTIONS;44
8.5;POWER AND PRIVILEGE IN EDUCATIONAL RESEARCH;47
8.6;ASKING THE RIGHT QUESTIONS IN URBAN EDUCATION RESEARCH;50
8.7;Case in Point: Re-framing the Academic Achievement Gap Research Question;52
8.8;CONCLUSION;54
8.8.1;1. Question the narrowing of what constitutes rigorous and valid research to a few research methodologies.;54
8.8.2;2. Question prevailing notions and assumptions of research and researcher objectivity.;54
8.8.3;3. Question the exclusion or omission of social/cultural context as critically important variables.;54
8.8.4;4. Question the exclusion or omission of the researcher’s background, beliefs, values, and lived experience when discussing research findings and implications.;54
8.9;REFERENCES;55
8.9.1;chapter 2;40
9;Research As an Epistemological Architect of Marginalizing Power in the Intellectual Enterprise;58
9.1;Beverly E. Cross;58
9.2;INTRODUCTION;58
9.3;PRODUCING KNOWLEDGE: EXAMINING THE OTHER;60
9.4;REPRESENTATION: CONTROLLING THE OTHER;67
9.4.1;Demarginalizing Research;74
9.5;REFERENCES;76
9.5.1;chapter 3;58
10;Transformative Scholarship;78
10.1;Problematizing the Role of the Insider Within Educational Research in Urban Settings;78
10.1.1;Jody N. Polleck;78
10.2;INTRODUCTION;78
10.3;BANKS AND TRANSFORMATIVE SCHOLARSHIP;79
10.4;ENTERING THE URBAN SETTING AND ESTABLISHING MY ROLE AS AN INSIDER;81
10.5;UNDERSTANDING RECRUITMENT EFFORTS AS AN INSIDER/ OUTSIDER WITHIN URBAN SETTINGS;83
10.6;THE PARTICIPANTS AND THE RESEARCHER: WHERE INDIGENOUS AND EXTERNAL INTERSECT;84
10.7;THE YOUNGER GIRLS;86
10.8;THE OLDER GIRLS;86
10.9;THE BOOK CLUB LADY: REFLECTING ON MY OWN IDENTITY AS IT RELATES TO THE GIRLS;87
10.10;CONDUCTING BOOK CLUBS: AN INSIDER’S JOURNEY INTO THE DIMENSIONS OF SUSTAINABILITY;88
10.11;TRANSFORMATIVE SCHOLARSHIP THROUGH QUALITATIVE METHODS;93
10.12;MAINTAINING TRUSTWORTHINESS AND CREDIBILITY: RESEARCH AS A PARTICIPATORY PROCESS;94
10.13;EMPOWERING URBAN STUDENTS THROUGH TRANSFORMATIVE SCHOLARSHIP;95
10.14;FINDING OUR AUDIENCE AND RECONCEPTUALIZING OUR ROLES AS URBAN EDUCATIONAL RESEARCHERS;96
10.15;REFERENCES;98
10.15.1;chapter 4;78
10.16;part ii;102
10.16.1;lesson learned;102
11;A View from the Other Side;104
11.1;Practitioner Research on Critical Mathematics Pedagogy in an Urban High School;104
11.1.1;Andrew Brantlinger;104
11.2;THE NEED FOR “INSIDE” RESEARCH;104
11.3;MY PRACTITIONER RESEARCH STUDY: CRITICAL PEDAGOGY AND SCHOOL MATHEMATICS;105
11.4;THE GUEVARA NIGHT SCHOOL PROGRAM;109
11.5;MY RACIALIZED, PRIVILEGED PRACTITIONER-RESEARCHER ROLE;112
11.6;DISTINCTIVE CURRICULUM FOR A DISTINCTIVE POPULATION;114
11.7;CONCLUSION;117
11.8;REFERENCES;119
11.8.1;chapter 5;104
12;Creating Effective Learning Opportunities for Diverse Students and Families;122
12.1;Implications for Conducting Urban Education Research;122
12.1.1;Kimberley Woo;122
12.2;INTRODUCTION;122
12.2.1;Key Ideas;124
12.3;AN EXAMPLE OF A PROMISING PRACTICE: STRATEGY GAMES IN A SECOND GRADE CLASSROOM;126
12.3.1;Research Impetus;126
12.3.1.1;1. In what ways can strategy-related games3 be combined with math instruction to enhance math learning?;126
12.3.1.2;2. In what ways can strategy-related games cultivate students’ social interaction with classmates?;126
12.3.1.3;3. In what ways can strategy-related games enhance family interaction? Which games do students and their families enjoy playing?;126
12.3.2;Description of Participants and Site;127
12.3.3;Research Design;127
12.3.4;Data Collection;127
12.3.5;Research Findings;128
12.4;EXTENDING THE SUCCESS: INCREASING PARENT EDUCATION OPPORTUNITIES;130
12.5;CONCLUSION;133
12.5.1;Establishing a Rapport;134
12.5.2;Having Fun;135
12.5.3;Using Data to Influence Policies;136
12.6;NOTES;138
12.7;REFERENCES;138
12.7.1;chapter 6;122
13;“Makin’ A Way Out of No Way”;142
13.1;Forging a Path in Urban Special Education Research;142
13.1.1;Monika Williams Shealey, Liana Gonzalez, and Delsue Frankson;142
13.2;THE INTERSECTION OF RACE, CULTURE, AND DISABILITY;142
13.3;COMPLEXITIES OF CONDUCTING RESEARCH IN URBAN SETTINGS;144
13.4;DOMINANT PARADIGMS IN SPECIAL EDUCATION RESEARCH;146
13.5;CONDUCTING RESEARCH WITH URBAN FAMILIES IN SPECIAL EDUCATION;149
13.6;TRANSFORMING URBAN EDUCATION THROUGH CULTURALLY RESPONSIVE TEACHING;150
13.7;CONCLUSIONS;156
13.8;NOTES;156
13.9;REFERENCES;156
13.9.1;chapter 7;142
13.10;part iii;162
13.10.1;negotiations and collaborations;162
14;Service and Scholarship;164
14.1;How Opportunities to “Give Back” Foster Culturally Responsive and Respectful Research Projects;164
14.1.1;Raquel Farmer-Hinton;164
14.2;INTRODUCTION;164
14.3;SERVICE AND PAYING DOWN THE EDUCATION DEBT;165
14.4;BECOMING CONNECTED THROUGH SERVICE;170
14.5;LEARNING FROM DOING;172
14.6;SERVICE, MERIT POINTS, AND RESEARCH VALIDITY;176
14.7;CONCLUSION;178
14.8;REFERENCES;179
14.8.1;chapter 8;164
15;Insider and Outsider;182
15.1;Reflexivity and Intersubjectivity in Ethnography;182
15.1.1;Jamie Lew;182
15.2;REFLEXIVITY AND INTERSUBJECTIVITY IN ETHNOGRAPHY;182
15.3;RESEARCH SETTING;186
15.3.1;School Context;186
15.4;REFLEXIVITY IN CONTEXT;188
15.4.1;Before Fieldwork;188
15.4.2;During Fieldwork;190
15.4.3;After Fieldwork;192
15.5;CONCLUSION;194
15.6;REFERENCES;194
15.6.1;chapter 9;182
16;One Educator’s Perspective of the Disconnect between the Academy and African American School Districts;196
16.1;Eustace Thompson;196
16.2;INTRODUCTION;196
16.3;PERSONAL IDENTITY AND RACE, SOCIAL STATUS, AND GENDER;197
16.4;PARASITISM: THE BLACK SCHOOL AND THE ACADEMY— SCHOLARSHIP, TEACHING, AND SERVICE;198
16.5;RESEARCH AND THE HIDDEN CURRICULUM—SHAPING THE AGENDA OF BLACK FACULTY;199
16.6;SCHOLARLY RESEARCH;201
16.7;TEACHING;204
16.7.1;Teaching About Black Schools in Context;204
16.8;SOCIAL JUSTICE;206
16.9;THE EPISTEMOLOGICAL RESTRAINTS TO ACKNOWLEDGING BLACK SCHOOL EXPERIENCES;207
16.9.1;African American School Administrators in Internship Experiences;210
16.10;THE HIDDEN CURRICULUM— AFRICAN AMERICAN SCHOOL MARGINALIZATION;211
16.10.1;Service;212
16.11;CONCLUSION: ADDRESSING THE DISCONNECTION BETWEEN THE ACADEMY AND AFRICAN AMERICAN SCHOOLS;213
16.11.1;Redefining the Servers and the Served;214
16.12;REFERENCES;215
16.12.1;chapter 10;196
17;Getting Beyond the Script;220
17.1;Negotiating the Complexity of Urban Settings as Research Sites;220
17.1.1;Amina Jones, Na’ilah Suad Nasir, and Tryphenia B. Peele-Eady;220
17.2;INTRODUCTION;220
17.3;INTRODUCTION TO THE STUDIES;222
17.4;PRACTICAL AND ETHICAL CONSTRAINTS: FROM THE STUDY TO THE FIELD;224
17.4.1;Practical Constraints;225
17.4.2;Ethical Constraints;227
17.5;ACCESSING AND GETTING UNDERNEATH THE SCRIPT;229
17.5.1;{2}Volunteer, Neighbor and Ethnographer;232
17.6;CONCLUDING THOUGHTS;239
17.7;NOTE;240
17.8;REFERENCES;241
17.8.1;chapter 11;220
18;About the Authors;242