Urban school achievement gap as a metaphor to conceal U.S. apartheid education
Abstract
This article uses the metaphor of the achievement gap to make transparent, discuss, and critique the analytical frame/lens used in the articles to analyze urban education. Doing such an analysis is essential to producing an additional lens that has utility in theory and practice. It facilitates a historical analysis of urban education and leads to creating an argument for the new frame in advancing future work in urban education. This will not represent a response to the articles in the issue, but will advance possible alternative analytical frames, scholarly possibilities, and practical approaches to a new generation of urban educators (scholars, school educators, youth, and community members) who utilize the multiple voices, axes of analyses, and perspectives as a tool of urban education thinking, practice, and improvement.
Publication Title
Theory into Practice
Recommended Citation
Cross, B. (2007). Urban school achievement gap as a metaphor to conceal U.S. apartheid education. Theory into Practice, 46 (3), 247-255. https://doi.org/10.1080/00405840701402299
