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That Wasn’t My Reality: Counter-Narratives of Educational Success as East St. Louis’ Educators “Reimagine” Savage Inequalities
Urban Education ( IF 2.684 ) Pub Date : 2021-01-25 , DOI: 10.1177/0042085920987283
Ishwanzya D. Rivers 1 , Lori D. Patton 2 , Raquel L. Farmer-Hinton 3 , Joi D. Lewis 4
Affiliation  

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.



中文翻译:

那不是我的现实:教育成功的反叙事是东圣路易斯的教育家“重新想象”野蛮的不平等

东圣路易斯的教育者对乔纳森·科佐尔(Jonathan Kozol)在伊利诺伊州东圣路易斯的野蛮不平等中的教与学描述提供了重要的反叙述。教师,教育者和管理者提供了关于城市教育的复杂观点,而不仅仅是缺乏,不足和绝望。调查结果突显了教育工作者的声音,因为他们享有优素(2005)所确定的影响其实践的“无名”资本形式(例如,志向,航行,社会,家族和抵抗)。最终,这项研究提供了对城市社区教学意义的全面而不受限制的说明。

更新日期:2021-01-25
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