Raza, clase y reproducción cultural: Teorías críticas en educación urbana
Palabras clave:
Teoría crítica, educación urbana, teoría crítica de la raza.Resumen
A pesar los intentos de reformas educativas en Estados Unidos por décadas, la educación urbana continúa siendo un punto de discusión política sin solución para los educadores. Los datos a nivel nacional y estatal aún muestran disparidades en el aprovechamiento y el logro académico en estudiantes de comunidades urbanas pobres y de mucha afluencia (sobrepobladas). Si las políticas pasadas no han demostrado ser efectivas en mejorar sustancialmente los sistemas educativos urbanos, la pregunta es ¿por qué? En este artículo el argumento es que las carencias de las políticas educativas urbanas tienen su origen en su fundamentación epistemológica. Las políticas están divorciadas del entendimiento de la “problemática urbana”. En dirección de estas políticas, los funcionalistas han buscado, en gran parte, “arreglar” las escuelas urbanas con un enfoque en puntos de discusión microecológicos. En este artículo se exploran tres perspectivas teóricas en cuanto a su contribución potencial para proporcionar información a la investigación y a las políticas de la educación urbana. Estas tres perspectivas son: 1) teorías de clase, 2) teoría crítica de la raza y 3) teorías de la reproducción cultural.Descargas
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Referencias
Althusser, L. (1971). Lenin and philosophy. New York: Monthly Review Press.
Anyon, J. (1997). Ghetto schooling: A political economy of urban educational reform. New York: Teachers College Press.
Apple, M. W. (1979). Ideology and curriculum. London: Routledge and Kegan Paul.
Apple, M. W. (1982). Education and power. London: Routledge and Kegan Paul.
Apple, M. W. (1988). Standing on the shoulders of Bowles and Gintis: Class formation and capitalists schools. History of Educational Quarterly, 28 (2), 230- 241.
Araujo, R. J. (1997). Race relations and conflict in the United States. Critical Race Theory: Contributions to and problems of race relations. Gonzaga Law Review, 32, 537.
Bailey, L. (1995). The correspondence principle and the 1988 Education Reform Act. British Journal of Sociology of Education, 16 (4), 479-495.
Bash, L., Coulby, D., & Jones, C. (1985). Urban schooling: Theory and practice. London: Holt, Rinehart and Winston.
Bell, D. A. (1992). Faces at the bottom of the well: the permanence of racism. New York: Basic Books.
Bell, D. A. (1995). David C. Baum memorial lecture: Who’s afraid of critical race theory? University of Illinois Law Review, 4, 906.
Berlowitz, M. J. (1994). Urban educational reform. Education & Urban Society, 27 (1), 82-96.
Bernstein, J. (1995). Where’s the payoff? The gap between black academic progress and economic gains. Washington, DC: Economic Policy Institute.
Bourdieu, P. (1977). Outline of a theory of practice. London: Routledge, Kegan & Paul.
Bourdieu, P. & Passeron, J.-C. (1979). The inheritors: French students and their relation to culture. Chicago: University of Chicago Press.
Bowe, R., Ball S., & Gold, A. (1992). Reforming education and changing schools: Case studies in policy sociology. London: Routledge.
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Education reform and the contradictions of economic life. London: Routledge & Kegan Paul.
Bowles, S., & Gintis, H. (1999). Comments on the “Long shadow of work”. Critical Sociology, 25 (2-3), 286-305.
Browne, I., Hewitt, C., Tigges, L., & Green, G. (2001). Why does job segregation lead to wage inequality among African-Americans? Person, place, sector, or skills? Social Science Research, 30 (3), 473-495.
Carlson, D. (1993). The politics of educational policy: Urban school reform in unsettling times. Educational Policy, 7 (2), 149-166.
Carnoy, M., & Levin, H. (1985). Schooling and work in the democratic state. Stanford: Stanford University Press.
Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (1995). Critical Race Theory: The key writings that formed the movement. New York: The New Press.
Cuban, L. (2001, May) How systemic reform harms urban schools. Education Week, 20 (38), 34.
Davis, N. (2000). The school report: Why Britain’s schools are failing. London: Vintage.
Delgado, R. (1995). Critical Race Theory: The cutting edge. Philadelphia: Temple University Press.
Delgado, R., & Stefancic, J. (1995). Critical Race Theory: An annotated bibliography 1993, a year of transition. University of Colorado Law Review, 66 U, 159-193.
Demaine, J. (1981). Contemporary Theories in the Sociology of Education. London: MacMillan.
Fields, B. (1982). Ideology and race in American history. In J. M. Kousser & J. M. McPherson (Eds.), Region, race & reconstruction: Essays in honor of C. Vann Woodward (pp. 143-177). New York: Oxford University Press.
Friedrichs, J. (2002). Responses: Contrasting US and European findings on poverty neighborhoods. Housing Studies, 17 (1), 101-104.
Giroux, H. (1983). Theories of reproduction and resistance in the new sociology of education. Harvard Educational Review, 53 (3), 257-291.
Grace, G. (1984). Education and the city: Theory, history and contemporary practice. London: Routledge & Kegan Paul.
Green, A. (1997). Education, globalization and the nation state. London: Macmillan.
Hess, F. M. (1999). Spinning wheels: The politics of urban school reform. Washington, DC: Brookings Press.
Hogan, D. (1978). Capitalism and schooling: A review essay. Educational Studies, 9 (3), 503-527.
Jargowsky, P. A. (1997). Poverty and place: Ghettos, barrios and the American city. New York: Russell Sage Foundation.
Jerald, C. D. (1998). Quality Counts ’98: The urban picture. Education Week on the Web (special report). Retrieved February 3, 2003 from:
http://www.edweek.org/sreports/qc98/challenges/tables/ta-n.htm
Kasarda, J. (1986). The regional and urban redistribution of people and jobs in the U.S. National Research Council Committee on national urban policy. Washington, D.C.: National Academy of Science.
La Brecque, R. (1978). The correspondence theory. Educational Theory, 28 (2), 193-201.
Ladson-Billings, G. & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97 (1), 47-67.
Levine, S. (2002, June 22). Few in Montgomery seek school switch. The Washington Post, p. B1.
Livingston, D. W. (1995). Searching for the missing links: Neo-Marxists theories of education. British Journal of Sociology of Education, 16 (1), 52-74.
Liston, D. P. (1988). Capitalist schools: Explanation and ethics in radical studies of schooling. New York: Routledge.
Lucas, S. R. (1999). Tracking inequality: Stratification and mobility in American high schools. New York: Teachers College Press.
McLaren, P. (1987). Ideology, science and the politics of Marxian orthodoxy: A response to Michael Dale. Educational Theory, 37, 301-333.
McLaren, P. & Dantley, M. (1990). Leadership and a critical pedagogy of race: Cornel West, Stuart Hall and the prophetic tradition. Journal of Negro Education, 59 (1), 29-43.
Miron, L. F. (1996). The social construction of urban schooling: Situating the crisis. New Jersey: Hampton Press.
Nash, R. (1990). Bourdieu on education and social and cultural reproduction. British Journal of Sociology of Education, 11 (4), 431-448.
National Center for Education Statistics. (2000). Educational achievement and black-white inequality. Washington, DC: Author.
Perez Pena, R. (2002, June 26). Court reverses finance ruling on city schools. New York Times, p. A1.
Orfield, G. (1988). Race, income and educational inequality: Students and schools at risk in 1980. In Council of Chief State School Officers, school success for students at risk (pp. 72-88). Orlando: Harcourt Brace Jovanovich.
Oswald, D., Coutinho, M., & Best, A. (2000). Community and school predictors of over representation of minority students in special education. Paper presented at the Harvard University Civil Rights Project Conference on Minority Issues in Special Education, Cambridge, MA.
Oswald, D., Coutinho, M., Singh, N., & Best, A. (1999). Ethnicity in special education and relationships with school related economic and educational variables. Journal of Special Education, 32 (4), 194-206.
Passeron, J-C. (1986). Theories of socio-cultural reproduction. International Social Science Journal, 38 (4), 619-627.
Peterson, P. E. (1981). City limits. Chicago: University of Chicago Press.
Pinar, W. F., & Bowers, C. A. (1992). Politics of curriculum: Origins, controversies and significance of critical perspectives. Review of Research in Education, 18 (2), 163-191.
Poulantzas, N. (2000). State, power, socialism. London: Verso.
Pyle, J. F. (1999). Race, equality and the rule of law: Critical race theory’s attack on the promises of liberalism. Boston College Law Review, 40, 787.
Puehretmayer, H. (2001). Critical realism, cultural studies and Althusser on ideology. Paper presented at the IARC Conference, Roskilde, Denmark.
Rikowski, G. (1996). Left alone: End time for Marxist educational theory. British Journal of Sociology of Education, 17 (4), 415-452.
Rikowski, G. (1997). Scorched earth: Prelude to rebuilding Marxist educational theory. British Journal of Sociology of Education, 18 (4), 551-574.
Roscigno, J. (1998). Race and the reproduction of educational disadvantage. Social Forces, 76 (3), 1033-1061.
Roscigno, J., & Ainsworth, D. (1999). Race, cultural capital, and educational resources: Persistent inequalities and achievement returns. Sociology of Education, 72 (3), 158-178.
Sadovnik, A. R. (1991). Basil Bernstein’s theory of pedagogic practice: A structuralist approach. Sociology of Education, 64 (1), 48-63.
Sarup (1978). Marxism and education. London: Routledge & Kegan Paul.
Sayer, D. (1979). Marx’s method: Ideology, science and critique in capital. London: Harvester Press.
Semynov, M., Haberfield, Y., Cohen, Y., & Lewin-Epstein, A. (2000). Racial composition and occupational segregation and inequality across American cities. Social Science Research, 29 (2), 175-187.
Shirley, D. (1986). A critical review and appropriation of Pierre Bourdieu’s analysis of social and cultural reproduction. Journal of Education, 168 (2), 96-112.
Solon, G. (1992). Intergenerational income mobility in the United States. American Economic Review 82 (3), 393-408.
Stone, C. N. (1998). Changing urban education. Lawrence: University Press of Kansas.
The Council of the Great City Schools and ACT (2001, March). A decade of ACT results in the Nation’s urban schools 1990-1999: A report on urban student achievement and course taking. Washington DC: Author.
Thomson, C. I. (1997). Book review: Black and white. California Law Review, 85, 1647.
Uchitelle, S. (2000). Urban education in distress: South Africa and the United States. Mutual dilemmas for two democratic societies. International Journal of Educational Reform, 9 (3), 224-229.
Viadero, D. (2001, November). Whole-school projects show mixed results. Education Week, 2 (10), 1.
Wacquant, L. (1997). Three pernicious premises in the study of the American Ghetto. International Journal of Urban and Regional Research, 21 (2), 341-353.
Walker, E. M. (in press) The courts and educational policy: A reference handbook. Santa Barbara, CA: ABC-CLIO Press.
Walker, E. M. (2002). Decentralization and participatory decision-making: implementing school-based management in the Abbott Districts. (ERIC Document Reproduction Service No. UD034769).
Warren, W. (1978). Marxism and education: Will the doctrine bear the weight? Educational Philosophy and Theory, 9 (1), 59-67.
Wenglinsky, H. (1998). Finance, equalization and within school equity: The relationship between educational spending and the social distribution of achievement. Educational Evaluation and Policy Analysis, 20 (4), 269-284.
Whitty, G. (1985). Sociology and school knowledge: Curriculum theory, research and politics. London: Methuen.
Willis, P. (1977). Learning to Labor. Westmead, UK: Saxson House.
Willmott, R. (2001). The “mini-renaissance” in Marxist educational sociology: A critique. British Journal of Sociology of Education, 21 (22), 203-216.
Wilson, J. (1999). When work disappears: New implications for race and urban poverty in the global economy. Ethnic & Racial Studies, 22 (3), 479-500.
Anyon, J. (1997). Ghetto schooling: A political economy of urban educational reform. New York: Teachers College Press.
Apple, M. W. (1979). Ideology and curriculum. London: Routledge and Kegan Paul.
Apple, M. W. (1982). Education and power. London: Routledge and Kegan Paul.
Apple, M. W. (1988). Standing on the shoulders of Bowles and Gintis: Class formation and capitalists schools. History of Educational Quarterly, 28 (2), 230- 241.
Araujo, R. J. (1997). Race relations and conflict in the United States. Critical Race Theory: Contributions to and problems of race relations. Gonzaga Law Review, 32, 537.
Bailey, L. (1995). The correspondence principle and the 1988 Education Reform Act. British Journal of Sociology of Education, 16 (4), 479-495.
Bash, L., Coulby, D., & Jones, C. (1985). Urban schooling: Theory and practice. London: Holt, Rinehart and Winston.
Bell, D. A. (1992). Faces at the bottom of the well: the permanence of racism. New York: Basic Books.
Bell, D. A. (1995). David C. Baum memorial lecture: Who’s afraid of critical race theory? University of Illinois Law Review, 4, 906.
Berlowitz, M. J. (1994). Urban educational reform. Education & Urban Society, 27 (1), 82-96.
Bernstein, J. (1995). Where’s the payoff? The gap between black academic progress and economic gains. Washington, DC: Economic Policy Institute.
Bourdieu, P. (1977). Outline of a theory of practice. London: Routledge, Kegan & Paul.
Bourdieu, P. & Passeron, J.-C. (1979). The inheritors: French students and their relation to culture. Chicago: University of Chicago Press.
Bowe, R., Ball S., & Gold, A. (1992). Reforming education and changing schools: Case studies in policy sociology. London: Routledge.
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Education reform and the contradictions of economic life. London: Routledge & Kegan Paul.
Bowles, S., & Gintis, H. (1999). Comments on the “Long shadow of work”. Critical Sociology, 25 (2-3), 286-305.
Browne, I., Hewitt, C., Tigges, L., & Green, G. (2001). Why does job segregation lead to wage inequality among African-Americans? Person, place, sector, or skills? Social Science Research, 30 (3), 473-495.
Carlson, D. (1993). The politics of educational policy: Urban school reform in unsettling times. Educational Policy, 7 (2), 149-166.
Carnoy, M., & Levin, H. (1985). Schooling and work in the democratic state. Stanford: Stanford University Press.
Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (1995). Critical Race Theory: The key writings that formed the movement. New York: The New Press.
Cuban, L. (2001, May) How systemic reform harms urban schools. Education Week, 20 (38), 34.
Davis, N. (2000). The school report: Why Britain’s schools are failing. London: Vintage.
Delgado, R. (1995). Critical Race Theory: The cutting edge. Philadelphia: Temple University Press.
Delgado, R., & Stefancic, J. (1995). Critical Race Theory: An annotated bibliography 1993, a year of transition. University of Colorado Law Review, 66 U, 159-193.
Demaine, J. (1981). Contemporary Theories in the Sociology of Education. London: MacMillan.
Fields, B. (1982). Ideology and race in American history. In J. M. Kousser & J. M. McPherson (Eds.), Region, race & reconstruction: Essays in honor of C. Vann Woodward (pp. 143-177). New York: Oxford University Press.
Friedrichs, J. (2002). Responses: Contrasting US and European findings on poverty neighborhoods. Housing Studies, 17 (1), 101-104.
Giroux, H. (1983). Theories of reproduction and resistance in the new sociology of education. Harvard Educational Review, 53 (3), 257-291.
Grace, G. (1984). Education and the city: Theory, history and contemporary practice. London: Routledge & Kegan Paul.
Green, A. (1997). Education, globalization and the nation state. London: Macmillan.
Hess, F. M. (1999). Spinning wheels: The politics of urban school reform. Washington, DC: Brookings Press.
Hogan, D. (1978). Capitalism and schooling: A review essay. Educational Studies, 9 (3), 503-527.
Jargowsky, P. A. (1997). Poverty and place: Ghettos, barrios and the American city. New York: Russell Sage Foundation.
Jerald, C. D. (1998). Quality Counts ’98: The urban picture. Education Week on the Web (special report). Retrieved February 3, 2003 from:
http://www.edweek.org/sreports/qc98/challenges/tables/ta-n.htm
Kasarda, J. (1986). The regional and urban redistribution of people and jobs in the U.S. National Research Council Committee on national urban policy. Washington, D.C.: National Academy of Science.
La Brecque, R. (1978). The correspondence theory. Educational Theory, 28 (2), 193-201.
Ladson-Billings, G. & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97 (1), 47-67.
Levine, S. (2002, June 22). Few in Montgomery seek school switch. The Washington Post, p. B1.
Livingston, D. W. (1995). Searching for the missing links: Neo-Marxists theories of education. British Journal of Sociology of Education, 16 (1), 52-74.
Liston, D. P. (1988). Capitalist schools: Explanation and ethics in radical studies of schooling. New York: Routledge.
Lucas, S. R. (1999). Tracking inequality: Stratification and mobility in American high schools. New York: Teachers College Press.
McLaren, P. (1987). Ideology, science and the politics of Marxian orthodoxy: A response to Michael Dale. Educational Theory, 37, 301-333.
McLaren, P. & Dantley, M. (1990). Leadership and a critical pedagogy of race: Cornel West, Stuart Hall and the prophetic tradition. Journal of Negro Education, 59 (1), 29-43.
Miron, L. F. (1996). The social construction of urban schooling: Situating the crisis. New Jersey: Hampton Press.
Nash, R. (1990). Bourdieu on education and social and cultural reproduction. British Journal of Sociology of Education, 11 (4), 431-448.
National Center for Education Statistics. (2000). Educational achievement and black-white inequality. Washington, DC: Author.
Perez Pena, R. (2002, June 26). Court reverses finance ruling on city schools. New York Times, p. A1.
Orfield, G. (1988). Race, income and educational inequality: Students and schools at risk in 1980. In Council of Chief State School Officers, school success for students at risk (pp. 72-88). Orlando: Harcourt Brace Jovanovich.
Oswald, D., Coutinho, M., & Best, A. (2000). Community and school predictors of over representation of minority students in special education. Paper presented at the Harvard University Civil Rights Project Conference on Minority Issues in Special Education, Cambridge, MA.
Oswald, D., Coutinho, M., Singh, N., & Best, A. (1999). Ethnicity in special education and relationships with school related economic and educational variables. Journal of Special Education, 32 (4), 194-206.
Passeron, J-C. (1986). Theories of socio-cultural reproduction. International Social Science Journal, 38 (4), 619-627.
Peterson, P. E. (1981). City limits. Chicago: University of Chicago Press.
Pinar, W. F., & Bowers, C. A. (1992). Politics of curriculum: Origins, controversies and significance of critical perspectives. Review of Research in Education, 18 (2), 163-191.
Poulantzas, N. (2000). State, power, socialism. London: Verso.
Pyle, J. F. (1999). Race, equality and the rule of law: Critical race theory’s attack on the promises of liberalism. Boston College Law Review, 40, 787.
Puehretmayer, H. (2001). Critical realism, cultural studies and Althusser on ideology. Paper presented at the IARC Conference, Roskilde, Denmark.
Rikowski, G. (1996). Left alone: End time for Marxist educational theory. British Journal of Sociology of Education, 17 (4), 415-452.
Rikowski, G. (1997). Scorched earth: Prelude to rebuilding Marxist educational theory. British Journal of Sociology of Education, 18 (4), 551-574.
Roscigno, J. (1998). Race and the reproduction of educational disadvantage. Social Forces, 76 (3), 1033-1061.
Roscigno, J., & Ainsworth, D. (1999). Race, cultural capital, and educational resources: Persistent inequalities and achievement returns. Sociology of Education, 72 (3), 158-178.
Sadovnik, A. R. (1991). Basil Bernstein’s theory of pedagogic practice: A structuralist approach. Sociology of Education, 64 (1), 48-63.
Sarup (1978). Marxism and education. London: Routledge & Kegan Paul.
Sayer, D. (1979). Marx’s method: Ideology, science and critique in capital. London: Harvester Press.
Semynov, M., Haberfield, Y., Cohen, Y., & Lewin-Epstein, A. (2000). Racial composition and occupational segregation and inequality across American cities. Social Science Research, 29 (2), 175-187.
Shirley, D. (1986). A critical review and appropriation of Pierre Bourdieu’s analysis of social and cultural reproduction. Journal of Education, 168 (2), 96-112.
Solon, G. (1992). Intergenerational income mobility in the United States. American Economic Review 82 (3), 393-408.
Stone, C. N. (1998). Changing urban education. Lawrence: University Press of Kansas.
The Council of the Great City Schools and ACT (2001, March). A decade of ACT results in the Nation’s urban schools 1990-1999: A report on urban student achievement and course taking. Washington DC: Author.
Thomson, C. I. (1997). Book review: Black and white. California Law Review, 85, 1647.
Uchitelle, S. (2000). Urban education in distress: South Africa and the United States. Mutual dilemmas for two democratic societies. International Journal of Educational Reform, 9 (3), 224-229.
Viadero, D. (2001, November). Whole-school projects show mixed results. Education Week, 2 (10), 1.
Wacquant, L. (1997). Three pernicious premises in the study of the American Ghetto. International Journal of Urban and Regional Research, 21 (2), 341-353.
Walker, E. M. (in press) The courts and educational policy: A reference handbook. Santa Barbara, CA: ABC-CLIO Press.
Walker, E. M. (2002). Decentralization and participatory decision-making: implementing school-based management in the Abbott Districts. (ERIC Document Reproduction Service No. UD034769).
Warren, W. (1978). Marxism and education: Will the doctrine bear the weight? Educational Philosophy and Theory, 9 (1), 59-67.
Wenglinsky, H. (1998). Finance, equalization and within school equity: The relationship between educational spending and the social distribution of achievement. Educational Evaluation and Policy Analysis, 20 (4), 269-284.
Whitty, G. (1985). Sociology and school knowledge: Curriculum theory, research and politics. London: Methuen.
Willis, P. (1977). Learning to Labor. Westmead, UK: Saxson House.
Willmott, R. (2001). The “mini-renaissance” in Marxist educational sociology: A critique. British Journal of Sociology of Education, 21 (22), 203-216.
Wilson, J. (1999). When work disappears: New implications for race and urban poverty in the global economy. Ethnic & Racial Studies, 22 (3), 479-500.
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