Amee Adkins | Illinois State University (original) (raw)

Papers by Amee Adkins

Educational Studies, 1979

... education. He bases his position on the notion:% of free-dom previously described. Human bein... more ... education. He bases his position on the notion:% of free-dom previously described. Human beings are teIeolo$ical by nature, and conse-quently freedom is a necessarq czondition for their growth and development. How-ever ...

Educational Theory, 2001

In the United States the student population grows increasingly diverse, the teaching force remain... more In the United States the student population grows increasingly diverse, the teaching force remains predominantly white, and achievement of minority students continues to lag significantly behind their white counterparts.' Given these con&tions, teacher educators should rethink how we prepare future teachers to teach effectively in &verse settings. And yet, many of us are not so compelled. This stems, we think, from a belief that sufficiently good intentions ensure the expansion of educational opportunities to all students. That is, if we mean well in our efforts as teachers, we will do well by our students. For example, school mission statements may read, "All children can learn," but consistently the same kids do not; university presidents may proclaim, "We are committed to diversifying our faculty," and yet the rate of minority faculty attrition remains high. The consequences of our actions and choices as white educators matter more significantly than our intentions. We have begun to think differently about the educational experiences of minority children, but we have only begun. We need to continue thinking differently, and we need to do so in cooperation with people of color.

Educational Studies, 2006

... AMEE ADKINS Illinois State University ... I work to corral their urge to rush to judgment, es... more ... AMEE ADKINS Illinois State University ... I work to corral their urge to rush to judgment, especially regarding vulner-able populations, and to disrupt their tenacious hold on entrenched educational practices that serve many interests, but often not those of youth in schools. ...

Educational Theory, 2001

In the United States the student population grows increasingly diverse, the teaching force remain... more In the United States the student population grows increasingly diverse, the teaching force remains predominantly white, and achievement of minority students continues to lag significantly behind their white counterparts.' Given these con&tions, teacher educators should rethink how we prepare future teachers to teach effectively in &verse settings. And yet, many of us are not so compelled. This stems, we think, from a belief that sufficiently good intentions ensure the expansion of educational opportunities to all students. That is, if we mean well in our efforts as teachers, we will do well by our students. For example, school mission statements may read, "All children can learn," but consistently the same kids do not; university presidents may proclaim, "We are committed to diversifying our faculty," and yet the rate of minority faculty attrition remains high. The consequences of our actions and choices as white educators matter more significantly than our intentions. We have begun to think differently about the educational experiences of minority children, but we have only begun. We need to continue thinking differently, and we need to do so in cooperation with people of color.

Educational Studies, 1979

... education. He bases his position on the notion:% of free-dom previously described. Human bein... more ... education. He bases his position on the notion:% of free-dom previously described. Human beings are teIeolo$ical by nature, and conse-quently freedom is a necessarq czondition for their growth and development. How-ever ...

Educational Theory, 2001

In the United States the student population grows increasingly diverse, the teaching force remain... more In the United States the student population grows increasingly diverse, the teaching force remains predominantly white, and achievement of minority students continues to lag significantly behind their white counterparts.' Given these con&tions, teacher educators should rethink how we prepare future teachers to teach effectively in &verse settings. And yet, many of us are not so compelled. This stems, we think, from a belief that sufficiently good intentions ensure the expansion of educational opportunities to all students. That is, if we mean well in our efforts as teachers, we will do well by our students. For example, school mission statements may read, "All children can learn," but consistently the same kids do not; university presidents may proclaim, "We are committed to diversifying our faculty," and yet the rate of minority faculty attrition remains high. The consequences of our actions and choices as white educators matter more significantly than our intentions. We have begun to think differently about the educational experiences of minority children, but we have only begun. We need to continue thinking differently, and we need to do so in cooperation with people of color.

Educational Studies, 2006

... AMEE ADKINS Illinois State University ... I work to corral their urge to rush to judgment, es... more ... AMEE ADKINS Illinois State University ... I work to corral their urge to rush to judgment, especially regarding vulner-able populations, and to disrupt their tenacious hold on entrenched educational practices that serve many interests, but often not those of youth in schools. ...

Educational Theory, 2001

In the United States the student population grows increasingly diverse, the teaching force remain... more In the United States the student population grows increasingly diverse, the teaching force remains predominantly white, and achievement of minority students continues to lag significantly behind their white counterparts.' Given these con&tions, teacher educators should rethink how we prepare future teachers to teach effectively in &verse settings. And yet, many of us are not so compelled. This stems, we think, from a belief that sufficiently good intentions ensure the expansion of educational opportunities to all students. That is, if we mean well in our efforts as teachers, we will do well by our students. For example, school mission statements may read, "All children can learn," but consistently the same kids do not; university presidents may proclaim, "We are committed to diversifying our faculty," and yet the rate of minority faculty attrition remains high. The consequences of our actions and choices as white educators matter more significantly than our intentions. We have begun to think differently about the educational experiences of minority children, but we have only begun. We need to continue thinking differently, and we need to do so in cooperation with people of color.