Darling-Hammond, L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 25(6), 5-17. doi:10.3102/0013189X025006005
Abstract: The author argues that education must include nurturing the student’s spirit in order to educate the student for a democratic life. Why such an education is difficult to provide, the challenges faced in providing it, and the contributions research has made are discussed. Further discussed is an agenda for research, practice, and policy, and some important factors for building democratic schooling
Hubbard, L. & Spencer, J. (2009). Achieving equity: More than tinkering at school structure.Perspectives in Education, Special Issue.
Today, the US public educational landscape features both well-funded and richly resourced segregated white schools and underfunded, poorly resourced majority black, Latino, Native American, and poor schools. Efforts to remedy these problems are ongoing and varied. Some parents and educators have turned away from traditional public schools and have advocated community-controlled schools as a means of remedying a wide range of issues, including educational inequality. Charter schools are now a particularly popular alternative form of public education. In this article, we draw on findings from a larger case study of a conversion charter school in California in order to examine issues of equity from two perspectives: access and quality. Here, we focus attention on internal dynamics, raising critical questions about the policies and practices enacted within the school and about the long-term effects of everyday interactions between teachers and students. Our analysis helps reveal the extent to which educational outcomes are socially constructed, and it shows how structural arrangements within the school sustain rather than lessen educational inequity.
Hubbard, L. (2005). Academic achievement: Taking ethnicity, class and gender into account.International Qualitative Research Journal, 18(5), 605-623.
Hubbard, L., & Datnow, A., (2005). Do single-sex schools address the needs of low income and minority students?: An investigation of organizational, financial and social factors. Anthropology and Education Quarterly, 38(2), 115-131.