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Orginal Publication Date

1989

Journal Title

Explorations in Ethnic Studies

Volume

12

Issue

ees/vol12/iss2

First Page

19

Last Page

33

Abstract

Since 1983, with the publication of five well-known national reports calling for reform in education,[2] the later release of other reports by prestigious groups (such as the Carnegie Task Force on Teaching as a Profession and the Holmes Group), and the enactment of approximately 700 state statutes focused on school reform,[3] the push for excellence has overshadowed earlier commitments to equity in schools. As Orlich writes, "In at least one instance, implementing the proposals of these two groups [Carnegie and Holmes] would have the same undesirable effect: reducing the number of minority teachers from few to virtually none."[4] This movement for excellence has had a narrowing effect on the level of social consciousness concerning sex and race equity in schools and in society. Any movement which restricts the growth of equity should be examined critically; for it, both as a topic of study and as a fact in practice, is a necessary component of an excellent and complete preparation of teachers in a pluralistic society. By providing programs that both "preach and practice" equity principles, today's teacher educators assist the next generation of teachers to develop a contextual understanding of the field of teaching and a heightened social consciousness of their role in education.

Rights

Copyright, ​©EES, The National Association for Ethnic Studies, 1989

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