Thursday, March 24
3:00-3:20 PM
EDT
Scarbrough 4

A Geospatial Approach to Teachers' Diversity Education

Best Practices ID: 48311
  1. aaa
    Thomas Hammond
    Lehigh University

Abstract: The No Child Left Behind (NCLB) Act has had mixed effects. While the law provides a powerful mandate that all children--regardless of race, ethnicity, or socioeconomic status--achieve proficiency in reading and math, it has also narrowed the curriculum, encouraged teaching to the test, and consumed instructional time. However, the data generated by NCLB provide an opportunity for diversity educators to make social inequities visible and relevant to pre-service teachers. This presentation will demonstrate the use of Web GIS to explore the differences across local school districts in terms of race/ethnicity, SES, and academic achievement. By examining district map boundaries and overlaying testing data, teacher ed students can observe the patterns and effects of unequal funding, institutional racism, and concentrated poverty. This activity increases awareness of systemic injustices in education and spurs them to take on the role of community advocates within and outside the classroom.

No presider for this session.

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