Stafford Hood, Sheila M. Miller professor emeritus of Curriculum and Instruction, and Rodney Hopson, professor of Educational Psychology, are editors of a new publication from Harvard Education Press, Race and Culturally Responsive Inquiry in Education, examining how to improve research, evaluation, and assessment.
The book examines how assumptions about race and culture have shaped U.S. education research and the interpretation and implementation of its results. It sheds light on the detrimental effects of educational praxis and policies that have characterized communities of color and historically underserved communities as deficient. It reveals how such bias has affected many facets of educational inquiry, from research design and planning to education policy making and evaluation practices. The essays in this work challenge traditional suppositions about whose evidence matters, highlighting approaches for reframing educational inquiry and arguing for the adoption of a culturally responsive stance that can correct inequities by accounting for students’ diverse backgrounds and needs.
Edited by Hood, Hopson, and colleagues Henry T. Frierson, professor of education at the University of Florida, and Keena N. Arbuthnot, Joan Pender McManus Distinguished Professor of Education at Louisiana State University, and featuring contributions from leading and emerging scholars, the collection is organized around three key areas—education research, educational assessment, and program evaluation. The contributors identify provocative problems that exist at the intersection of race and education in these areas, and they illuminate the many ways in which education reform can address intersectionality. Calling for effective action, they suggest compelling solutions for consideration by policy makers and practitioners as well as researchers.
Find the book at harvardeducationpress.org and use code CRIF22 for a 20% discount.
