Racial Diversity Sounds Nice; Systems Transformation? Not So Much: Developing Urban Teachers of ColorUrban Education
AbstractThis article argues that economic exclusion, standardized testing, and racially biased definitions of teacher quality continue the exclusion of teachers of color from the urban teaching force. The authors highlight two urban programs designed to address such barriers and situate such efforts within a critical race theory framework that identifies ways urban communities can increase control through local teacher development. The article concludes by presenting a teacher evaluation model that integrates school, district, and university perspectives with urban students, families, community-based organizations, and teacher self-perceptions to redefine teacher effectiveness.
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Citation InformationRachelle Rogers-Ard, Christopher B Knaus, Kitty Kelly Epstein and Kimberly Mayfield. "Racial Diversity Sounds Nice; Systems Transformation? Not So Much: Developing Urban Teachers of Color" Urban Education Vol. 48 Iss. 3 (2013) p. 451 - 479
Available at: http://works.bepress.com/christopher_knaus/2/