Graduate School of Education (GSE)

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Portland State University is known for its diversity and inclusiveness.  In order to ensure this reputation remains in place certain criterion need to be met.  This paper explores the issue of accessibility on the PSU campus.  Accessibility can be defined through many different lenses.  For this paper the scope is wide even though it is through an incremental process.  For something to be accessible it needs to be easy to approach, reach, enter, and used.  For someone to be accessible they need to be easy to approach and/or speak with. In order to know something is accessible we have to look by trying to take the perspective of other people and each individual has a perspective of their own that has been formed through their own life experiences and physical abilities or disabilities, so the relationship between feeling included and the façade of such needs to be examined at the basic level.  In order to do this the Americans with Disabilities Act (ADA) checklist became the go to manual for exploring and documenting the reality of regulation, which helps give a deeper understanding of the difficulties people with disabilities face every day.  Using the ADA checklist and a building by building assessment the information gathered was put into a Microsoft Excel worksheet and then rated on a scale of one to five where one represents the least accessible building and five is the most accessible.

What can critical race theory, a movement that has its roots in legal scholarship, contribute to research in education? Plenty, as it turns out. Much of the national dialogue on race relations takes place in the context of education--in continuing desegregation and affirmative action battles, in debates about bilingual education programs, and in the controversy surrounding race and ethnicity studies departments at colleges and universities. More centrally, the use of critical race theory offers a way to understand how ostensibly race-neutral structures in education--knowledge, truth, merit, objectivity, and "good education"--are in fact ways of forming and policing the racial boundaries of white supremacy and racism (Roithmayr, 1999, p. 4).

In this paper, we reflect on our experience with an experimental inquiry component within a teacher education program in a large urban city on the West Coast of the United States. This learning space, which is referred to as “Inquiry,” promotes the integration of theoretical and practical knowledge through reflection and dialogue. We highlight how this inquiry-oriented process enabled preservice teachers to reflect on and dialogue about existing ideals of social justice and equity with regard to teaching diverse learners. This process acknowledges that alternative learning spaces in teacher education programs that address ways of observing, questioning, and inventing may well be a valuable strategy in the development of social justice educators. While the process is a valuable one, we offer a critical analysis of our own processes. In particular, we discuss the need for the creation and implementation of strategies that help pre-service teachers build their capacity to teach in diverse urban classrooms.

Abstract In this essay, Marvin Lynn explores a range of perspectives on African American education, with particular focus on three works: Black American Students in an Affluent Suburb: A Study of Academic Disengagement, by social anthropologist John Ogbu; African-Centered Pedagogy: Developing Schools of Achievement for African American Children, by teacher education expert Peter Murrell; and African American Literacies, by Elaine Richardson, professor of English and applied linguistics. Lynn draws on Charles Valentine's sociological framework for understanding culture in order to interrogate how the concept of culture is used in these works. Lynn concludes that critical race theory in education — a rapidly emerging discourse on schooling and inequality — may be a useful tool for lucidly framing the conditions under which African Americans are educated as well as the possible solutions to the perennial problems faced by this historically marginalized group.

In this article, the authors explore the analytic connections between the scholarship on Black teachers and the development of the concept of critical pedagogy. In particular, the authors conduct a detailed analysis of both of these discourses and then explore the work of two African‐American male teachers in an urban school in Los Angeles. The findings reveal that the links