This article examines general trends in teacher-reported conflict and closeness among 878 children from kindergarten through sixth grade, and examines early childhood characteristics that predict differences in initial levels and growth of conflict and closeness over time. Results indicated modest stability of teacher-perceived conflict and closeness through sixth grade, with relatively greater stability in perceptions of conflict. Levels of conflict at kindergarten were higher for children who were male, Black, had greater mean hours of childcare, had lower academic achievement scores, and had greater externalizing behavior. Children identified as Black and those with less sensitive mothers were at greater risk for increased conflict with teachers over time. Levels of teacher-reported closeness were lower when children were male, had lower quality home environments, and had lower academic achievement scores. The gap in closeness ratings between males and females increased in the middle-elementary school years. Additional analyses were conduced to explore differences in teacher-ratings of conflict between Black and White students.

Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness

This article examines the racial messages and lessons students get from parents and teachers in one suburban school community. I examine the explicit and “hidden” curriculum of race offered in the school as well as exploring community members’ racial discourse, understandings, and behaviors. During a yearlong ethnographic study, all community members consistently denied the local salience of race. Yet, this explicit color-blind “race talk” masked an underlying reality of racialized practices and color-conscious understandings—practices and understandings that not only had direct impact on students of color at the school, but also have implications for race relations more broadly. I argue that this apparent paradox is related to the operation of new racial ideologies becoming dominant in the United States today, and conclude with suggestions for how this racial logic might be challenged.

https://www.jstor.org/stable/pdf/3202503.pdf

There Is No “Race” in the Schoolyard: Color-Blind Ideology in an (Almost) All-White School

Color-blind racial ideology has historically been conceptualized as an ideology wherein race is immaterial. Efforts not to ‘see’ race insinuate that recognizing race is problematic; therefore, scho...

https://www.tandfonline.com/doi/pdf/10.1080/13613324.2016.1248837

Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society

This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher-student relationships is proposed. A possible agenda for future research is outlined.

/pdf/teacher-student-relationship-at-university-an-important-yet-34xfj4dlnr.pdf

Teacher–student relationship at university: an important yet under-researched field

This article considers the Australian Curriculum, Assessment, and Reporting Authority's (ACARA) plan for Civics and Citizenship, assessing the role of religions therein. Through a dialectical hermeneutic, ACARA is brought into a mutually critical conversation with the work of curriculum theorist Dwayne Huebner. Both of their distinct visions are found to make space for diverse religious identities, and to affirm students taking responsibility for what they make of this world. They clash, however, over the path to societal harmony and the place given to discussing our deepest differences in belief and practice. In this article it is argued that a constructive use of Sacred Texts in Civics and Citizenship may facilitate a synergy between ACARA and Huebner that is educationally viable and democratically profitable. This would require that curriculum content is decentred to serve a dialogical pedagogy built on the sharing of our foundational narratives as together we pursue the common good.

Curriculum visions: The Australian Curriculum, Assessment, and Reporting Authority (ACARA) and Dwayne Huebner discuss civics and citizenship

Race and the Achievement Gap

Care and Moral Education

Introduction: Education and the Politics of Democratic Struggle by Henry A. Giroux and Paulo Freire Preface From Critical Theory to the Politics of Educational Change Education and the Cultural Contradictions of Capitalism Education as a "Complex Unity" Educational Reform and Liberal Capitalism Crisis of the State and Educational Politics in the '80s The Making of Conservative Educational Policy The Dialectic of the Welfare-Educational State, I Crisis and Hope: The Dialectic of the Welfare-Educational State, II Selected Bibliography Index

Between Capitalism and Democracy: Educational Policy and the Crisis of the Welfare State

This text-reader brings together powerful readings that critically situate issues of education in the context of the major cultural, moral, political, economic, ecological, and spiritual crises that confront us as a nation and a global community. It provides a focus and a conceptual framework for thinking about education in light of these issues. Readers are exposed to the thinking of some of the best and most insightful social and educational commentators. Critical Social Issues in American Education: Democracy and Meaning in a Globalizing World, Third Edition, is intended to work on two levels. First, it helps readers to develop an awareness of how education is connected to the wider social structures of cultural, political, and economic life. Second, it encourages not only a critical examination of our present social reality but also a serious discussion of alternatives--of what a transformed society and educational process might look like. The editors' goal is to deliberately engage readers in connecting the work of teachers to an ethically committed, politically charged pedagogy. The assumption on which they base the text is that educators must see their work as inextricably linked to the broader conflicts, stresses, and crises of the social world--it is not otherwise possible to make sense of what is happening educationally. What happens in school, or as part of the educational experience, reflects, expresses, and mediates profound questions about the direction and nature of the society we inhabit. The text is organized thematically into five sections, which address, respectively, social justice and democracy; consumerism, culture, and public education; marginality and difference; moral and spiritual perspectives on education; and globalization and education. Each section is preceded by a brief essay that introduces the readings. This Third Edition includes many new readings and addresses issues that have more recently emerged as especially significant--such as concerns about the implications of globalization and the post 9/11 world, commercialism, violence, and the ever-increasing influence of high stakes testing. This compelling text is relevant for a wide range of courses in educational foundations, educational policy, curriculum studies, and multicultural education that address the social context of education, cultural and political change, and public policy.

Critical social issues in American education : democracy and meaning in a globalizing world

Contents: S. Shapiro, Preface. Introduction. Part I:The Future of Capitalism: Contradiction and Crisis. C. Derber, Killing Society: The Ungluing of America. R.A. Brosio, End of the Millennium: Capitalism's Dynamism, Civic Crises, and Corresponding Consequences for Education. S. Shapiro, Clinton and Education: Policies Without Meaning. P. Slater, Learning the Ropes. D.C. Korten, Sustainable Livelihoods: Redefining the Global Social Crisis. Part II:Social Justice: Promises and Despair. C.E. Sleeter, C. Grant, Illusions of Progress: Business as Usual. J. Oakes, Tracking, Inequality, and the Rhetoric of Reform: Why Schools Don't Change. S. Karp, Money, Schools, & Courts. H.L. Hodgkinson, What Should We Call People? Race, Class, and the Census for 2000. M.J. Stern, What We Talk About When We Talk About Welfare. Part III:Marginality and Difference: The Fractured Community. H.A. Giroux, The Politics of Insurgent Multiculturalism in the Era of the Los Angeles Uprising. J.R. Martin, Becoming Educated: A Journey of Alienation or Integration? J.T. Sears, The Impact of Culture and Ideology on the Construction of Gender and Sexual Identities: Developing a Critically Based Sexuality Curriculum. S. Shapiro, A Parent's Dilemma: Public vs. Jewish Education. R. Blomgren, Special Education and the Quest for Human Dignity. D. Macedo, English Only: The Tongue-Tying of America. Part IV:Curriculum and Teaching: Dangers and Dreams. D. Carlson, Education as a Political Issue (I). P. McLaren, Education as a Political Issue (II). E.F. Provenzo, Jr., Educational Computing as a Value-Laden Technology. N. Noddings, Care and Moral Education. D. Huebner, Education and Spirituality. C.M. Shea, Critical and Constructive Postmodernism: The Transformative Power of Holistic Education. D.E. Purpel, Social Transformation and Holistic Education: Limitations and Possibilities. Part V:Toward the 21st Century: Global Catastrophe or Social Transformation? D.E. Purpel, S. Shapiro, Beyond Liberation and Excellence: A Discourse for Education as Transformation.

H. Svi Shapiro

Papers

Race and the Achievement Gap

Care and Moral Education

Between Capitalism and Democracy: Educational Policy and the Crisis of the Welfare State

Critical social issues in American education : democracy and meaning in a globalizing world

Critical social issues in American education : transformation in a postmodern world