ED 584 - Poverty in Rural and Urban Schools

1 credit hour
Dominant discourses of effective teaching perpetuate deficit models of urban and rural schools by attributing perceived poor academic performance and achievement to the rural and urban students they serve. Research suggests that for teachers and leaders to be more effective, they must look beyond these traditional deficit models by “reframing” the impact of the social contexts of education and employing culturally responsive pedagogies. This course seeks to move beyond such deficit models. In so doing, we will review, analyze, and contextualize culturally responsive pedagogies and equity leadership to evaluate their relevance in urban and rural schools.