Education 'reform' in Latino Detroit: achievement gap or colonial legacy?

Using critical theory and an analysis of missionary reports and documentation describing education in colonial Puerto Rico and Mexico, the authors cross borders and time periods to socially and historically situate Spanish colonial educational methodologies and their contemporary use in one low-inco...

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Bibliographic Details
Published in:Race, ethnicity and education ethnicity and education, 2015-05, Vol.18 (3), p.321-340
Main Authors: Gonzales, Sandra M., Shields, Carolyn M.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Gap
Arizona
Correlation
Critical Theory
decolonizing education
Detroit schools
Documentation
Education reform
Educational Change
Educational Policy
Ethnicity
Foreign Countries
Foreign Policy
high stakes testing
High Stakes Tests
Hispanic American Students
Hispanic Americans
Latino achievement gap
Latino education
Low Income
Methodology
Mexico
Michigan
Puerto Rico
School Turnaround
Urban Areas
urban education
Youth
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Summary:Using critical theory and an analysis of missionary reports and documentation describing education in colonial Puerto Rico and Mexico, the authors cross borders and time periods to socially and historically situate Spanish colonial educational methodologies and their contemporary use in one low-income Latino community in urban Detroit, Michigan. By invoking associations from the colonial past to shed light on contemporary struggles, this study problematizes US educational reform initiatives such as high stakes testing and school turnaround policies. The authors found that when the playing field is not equal, such reform efforts are but another in a long line of colonial and neo-colonial methodologies that further disenfranchise Latino youth and push them out of school.
ISSN:1361-3324
1470-109X
DOI:10.1080/13613324.2014.911170