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A Multivoiced Response to the Call for an Equity-Based Framework by Yolanda J. Majors & Sana Ansari — 2006In an attempt to enact the stated college mission, this approach
encourages future teachers to confront their own cultural spaces as sites
of ideological development and, more importantly, their privileged
positions. Using culture and language as a starting point to discuss
literacy and learning was met with a marked lack of engagement, and
as a result, the university classroom had become a site of conflict,
resistance, and silence. Inherent in this conflict is a collision of ideologies,
which brings to bear the problems and inconsistencies of instilling
a transformative framework to future urban educators. Now, in the
stillness interrupted by Eddie’s whistles, I have come to the page where
I may perhaps disentangle the impact.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 105. No. 2. |
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- Yolanda Majors
University of Illinois at Chicago
E-mail Author
YOLANDA MAJORS is an Assistant Professor of Curriculum and Instruction at the University
of Illinois at Chicago.
- Sana Ansari
University of Illinois at Chicago
E-mail Author
SANA ANSARI is a graduate student in Curriculum and Instruction at the University of Illinois at Chicago.
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