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Dissertation
Understanding Differences in Pedagogical Practice Between Advantaged and Disadvantaged Schools
(2016)
  • Ericka Mingo, National Louis University
Abstract
This paper suggests that class, in its multifaceted manifestations, could be a potential source of disparity within our school system. Differential approaches to pedagogy, based on class, may be present in education. The lessons that may be learned from pedagogical disparities are enormous, and may help understand how educational practice can move beyond inequality, toward a more empowered design of tomorrow’s educational practices.
Keywords
  • class,
  • education,
  • pedagogy,
  • race,
  • freire,
  • high school
Publication Date
Fall December 30, 2016
Degree
Ph.D. Community Psychology
Field of study
Community Psychology
Department
CPSA
Advisors
Bradley Olson, Tiffeny Jimenez, Judah Viola
Comments
Thank you to Dr. Olson, Dr. Jimenez, Dr. Viola, and Dr. Fromm-Reed. My experience in this program was invaluable. I will cherish every moment of the time spent working with you.
Citation Information
Ericka Mingo. "Understanding Differences in Pedagogical Practice Between Advantaged and Disadvantaged Schools" (2016)
Available at: http://works.bepress.com/ericka-mingo/1/