Desegregated school communities

A study of school communities and their approaches to dealing with differences among students was reported by Michelle Fine, City University of New York; Lois Weis, State University of New York/Buffalo; and Linda C. Powell, Harvard Graduate School of Education, in the Summer 1997 issue of the Harvard Educational Review. In one of the schools they describe, racial differences are unquestioned and faculty members don’t interrupt racist talk. In another, teachers are actively working toward creating an environment where differences are acknowledged and respected. The authors challenge readers to “imbalance (sic) privilege, incite community, to both value and pluralize difference” in order to create teaching and learning places that nurture multiracial and multi-ethnic communities.

Harvard Educational Review, Summer 1997.

Published in ERN November/December 1997 Volume 10 Number 5.

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