Politically Relevant Teaching and the Holistic Development of “Our” Children

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Educational gaps and debts reflect patterns of inequity in African American students’experiences and academic outcomes (Hilliard, 2003; Ladson Billings, 2006; Noguera, 2003) and point to the perniciousness of race and schooling. However, most educational reform efforts are de-­‐raced endeavors that do not attend to the racialized discourses and practices in and around schools. Limited research exists on the racialized tenor of reforms within individual classrooms or schools, and even less empirical work examines how multilevel reform efforts—from the school district to the classroom—might support improvements in African American students’ inclusion and success within K-­‐12 schools.

Author

• Maxine Ramona McKinney de Royston, University of California - Berkeley