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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Notes
The names of peoples and places have been given pseudonyms.
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Chapman, T.K. Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms. Urban Rev 40, 42–63 (2008). https://doi.org/10.1007/s11256-007-0076-4
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DOI: https://doi.org/10.1007/s11256-007-0076-4