2012/03/01 by Gloria Swindler Boutte · 1 citation
Social Sciences · #Critical Race Theory in Education #Education Discipline and Inequality #Indigenous and Place-Based Education
paper · doi:10.1177/0042085911429583
crossref issued 2012/03/01 · crossref published 2012/03/01 · crossref published-print 2012/03/01 · openalex publication_date 2012/03/01 · crossref published-online 2012/03/12 · crossref created 2012/03/12 · openalex created_date 2016/06/24 · crossref deposited 2026/05/01 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29
Addressing the seemingly perpetual turbulent landscape of urban schools, the role that elementary educators and teacher educators can play in reversing negative trends and trajectories is considered. Three urban education journals were examined over a 5-year period (2005-2010) to determine the emphasis on elementary students or schools. Of the 429 articles, only 8% focused on the elementary years. Schools and teacher education programs that are willing to learn from existing successful models and to straightforwardly and vigilantly address endemic racism in policies and practices offer the most hope for transforming urban schools. Collaborative grassroots efforts are recommended.