Homeless Educational Policy: Exploring a Racialized Discourse Through a Critical Race Theory Lens

Autor/in	Aviles de Bradley, Ann
Titel	Homeless Educational Policy: Exploring a Racialized Discourse Through a Critical Race Theory Lens
Quelle	In: Urban Education, 50 (2015) 7, S.839-869 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914534861
Schlagwörter	Homeless People; Educational Policy; Critical Theory; Race; Qualitative Research; Public Schools; Urban Schools; High Schools; Federal Legislation; Minority Group Students; High School Students; Interviews + Suchen Sie Ihr Suchwort? Homeless person; Homeless persons; Obdachloser; Politics of education; Bildungspolitik; Kritische Theorie; Rasse; Abstammung; Qualitative Forschung; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Bundesrecht; High schools; Student; Students; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik
Abstract	A qualitative research study conducted in two public high schools in an urban area of the Midwest sought to explore the issue of race as it pertains to educational policy implementation for unaccompanied homeless youth of color. Critical Race Theory (CRT) served as the guiding frame and method, uncovering the underlying theme of race in school structures, adult perceptions, and McKinney-Vento policy. Findings indicate a need to further explore the role race plays in understanding, framing, and implementing McKinney-Vento policy in schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01