Race, power, and (in)equity within two-way immersion settings

被引：2
作者：
Scanlan M. [1 ]
Palmer D. [2 ]
机构：
[1] Educational Policy and Leadership, College of Education, Marquette University, Milwaukee, WI 53201-1881
[2] Bilingual/Bicultural Education, University of Texas, Austin, Austin, TX
来源：
The Urban Review | 2009年 / 41卷 / 5期
关键词：
Inclusion; Traditionally marginalized students; Two-way immersion;
D O I：
10.1007/s11256-008-0111-0
中图分类号：
学科分类号：
摘要：
Two-way immersion schools provide a promising model for service delivery to students who are English language learners. With the goals of bilingualism, academic excellence, and cross cultural appreciation, these schools are designed to build bridges across linguistically heterogeneous student bodies. Yet while empirical evidence demonstrates that the two-way immersion model can be effective in these regards, we know little about how such schools address other dimensions of diversity, including race, ethnicity, class, and disability. This study contributes to filling this gap by critically analyzing these dimensions in the areas of recruitment and retention in two two-way immersion schools. © 2008 Springer Science+Business Media, LLC.
引用
收藏
页码：391 / 415
页数：24
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