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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.50,Issue5,P.483-501

语言

英文

关键字

diverse learners; urban education; accountability; special education; CRITICAL RACE THEORY; MINORITY-STUDENTS; EDUCATION; DISPROPORTIONALITY; SCHOOLS; REFORM; DISABILITIES; ACHIEVEMENT; LANGUAGE; PEDAGOGY

作者单位

[Cramer, Elizabeth] Florida Int Univ, 11200 SW 8th St, Miami, FL 33199 USA. [Little, Mary E.] Univ Cent Florida, Orlando, FL 32816 USA. [McHatton, Patricia Alvarez] Univ Texas Rio Grande Valley, Edinburg, TX USA. Cramer, E (reprint author), Florida Int Univ, 11200 SW 8th St, Miami, FL 33199 USA. E-Mail: cramere@fiu.edu

摘要

In the more than 60 years since the Brown v. Board of Education ruling, the United States has been struggling to assure educational equality for all learners. This article will review how attempts at equality such as accountability and standardization movements have failed to close opportunity gaps for vulnerable and marginalized groups, particularly for students with disabilities from culturally and linguistically diverse backgrounds. Critical issues are raised about current reforms, in order to broaden educational conversations for a deeper analysis, recognizing the implications for sustained, comprehensive solutions.