That Wasn’t My Reality: Counter-Narratives of Educational Success as East St. Louis’ Educators “Reimagine” Savage Inequalities-Reference-Cited by-同舟云学术

That Wasn’t My Reality: Counter-Narratives of Educational Success as East St. Louis’ Educators “Reimagine” Savage Inequalities

Published:2021-01-25 Issue: Volume: Page:004208592098728
ISSN:0042-0859
Container-title:Urban Education
language:en
Short-container-title:Urban Education

Author:

Rivers Ishwanzya D.¹^ORCID,D. Patton Lori²^ORCID,Farmer-Hinton Raquel L.³,Lewis Joi D.⁴

Affiliation:

1. University of Louisville, Louisville, KY, USA

2. The Ohio State University, Columbus, OH, USA

3. University of Wisconsin-Milwaukee, Milwaukee, WI, USA

4. Joi Unlimited, Coaching and Consulting, Minneapolis, USA

Abstract

East St. Louis educators provide critical counter-narratives to Jonathan Kozol’s depiction of teaching and learning in East St. Louis, Illinois in Savage Inequalities. Teachers, educators, and administrators provide a complex view of urban schooling beyond deficiency, inadequacy, and despair. Findings highlight educators’ voices as they privilege “unnamed” forms of capital (such as aspirational, navigational, social, familial, and resistant) identified by Yosso (2005) that influence their practices. Ultimately, this study provides a comprehensive and unfettered account of the meaning of teaching and learning in urban communities.

Publisher

SAGE Publications

Subject

Urban Studies,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0042085920987283

Reference76 articles.

1. Organizing High Schools for Latina/o Youth Success

2. “No Time for Messin’ Around!” Understanding Black Educator Urgency: Implications for the Preparation of Urban Educators

3. Teaching Chicano Sociology: A Response to the Academic Stock-Story about Ethnic Studies Classes

4. POWER, PRIVILEGE, AND PUBLIC EDUCATION: REFLECTIONS ON SAVAGE INEQUALITIES

5. Brown v. Board of Education and the Interest-Convergence Dilemma

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