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Importance of Minority Teachers (Cherng) (Analytical Strategies (“To…

- - - - informal social networks tended to be organized around clusters of friends or other affinity groups, such as racially similar parents who discover common cultural interests or political leanings
      - semi-formal parent networks that began in organizations often extended beyond their original purpose; semi-formal networks made parents aware of extracurricular experiences and bridged geographic divisions through emails to parents about upcoming volunteer opportunities
      - formal networks developed through organizations like the PTA or through “room parents”
        
        “Schools are complex organizations with unique cultures that help shape and structure parental engagement. It is not enough to have a parent who is interested in being engaged; schools and their staff shape and broker what is appropriate or desirable parental engagement.” (Lewis-McCoy, R., 2014, p.69)
  - - - rules can include school-wide policies such as how to request a teacher or classroom-level policies such as when baked goods can be brought to school
        
        at the school level, formal rules are created by building administrators or dictated by the central administration. At the classroom level, teachers create policies and tasks that are administered by room parents - parents who volunteer to organize classroom matters
- - - - “We recognize that there are multiple, contested meanings of the term “teaching for social justice”; indeed, we sought to investigate these multiple meanings in the course of this project. In this article, however, we do not have the space to present a comprehensive view of this complex ﬁeld and, therefore, do not attempt to describe all the varieties of equity-oriented pedagogies that might be identiﬁed” (Kelly, 2009, pg. 203).
  - - - “The greater the belief in childhood innocence, the more likely teachers were to intimate or state that they would avoid “iffy,” “scary,” or “heavy” topics unless their early primary students raised them ﬁrst. Nita mentioned “drugs,” “gays and lesbians,” and “racism” as “iffy.” (Kelly, 2009, pg. 208).
  - - - “By political, we mean not just democratic decision-making or voting in elections but “all aspects of institutional organization, public action, social practices and habits, and cultural meanings insofar as they are potentially subject to collective evaluation and decision-making” (Kelly and Brooks, 2004, p 211).
    - - “The issue of children’s ability to form their own opinion—captured in everyday metaphors of children as “sponges,” “blank slates,” and “parrots” versus the less common image of children as active meaning-makers—is crucial” (Kelly and Brooks, 2004, p 209).
- - - - “They argue that we must look for equality in five dimensions: “resources; respect and recognition; love, care and solidarity; power; and working and learning” (p.132). Within each of these dimensions, they describe how we may change educational practice to support a more holistic vision of equality in education” (Hytten, 2011, p 12).
      - The social democratic perspective, largely drawn from Marx, considers justice in relationship to the needs of various individuals, emphasizing a more collectivist or cooperative vision of society” (Hytten, 2011, p 11).
      - a. “Writings in the philosophical or conceptual strand of the literature aim to tease out the meaning of justice in abstract, philosophical and/or theoretical terms. One of the most commonly cited pieces in this vein is Iris Marion Young’s (1990) Justice and the Politics of Difference, which comes out of philosophical and political theory. (Hytten, 2011, pg. 11).
    - - “Describing education for social justice, Bell (1997) characterizes it as “both a process and a goal” with the ultimate aim being “full and equal participation of all groups in a society that is mutually shaped to meet their needs” (Hytten, 2011, p 8).
      - “In addition to lists of components/attributes that would characterize socially just schools, leaders, and education programs, this strand of work also includes descriptions or models of programs oriented towards social justice. (Hytten, 2011, pg. 13).
    - - “Similar to multiculturalism, critical pedagogy invariably comes to mind as an educational movement aimed explicitly at transforming oppressive social structures. While there are a variety of traditions within critical pedagogy, they all share a broad objective “to empower the powerless and transform existing social inequalities and injustices” (McLaren, 2003, p. 186)” (Hytten, 2011, pg. 17).
      - “Most recently, more critical multiculturalists have focused their attention on disrupting white supremacy and capitalism, maintaining that these discourses significantly frame how we understand issues of cultural difference” (Hytten, 2011, p 17).
    - - “A fifth strand in the literature grounds justice in visions of what it means to be an educated person in a democracy. Educators coming to social justice from this perspective situate their thinking about justice in connection to considering the fundamental purposes of education in a democratic society” (Hytten, 2011, pg. 19).
      - “A fifth strand in the literature grounds justice in visions of what it means to be an educated person in a democracy. Educators coming to social justice from this perspective situate their thinking about justice in connection to considering the fundamental purposes of education in a democratic society” (Hytten, 2011, p 19).