ABSTRACT

Due to the shortcomings of traditional schools, innovative supplementary (e.g. out-of-school, summer) programs have been identified as important sites for the positive development and learning of Black youth. This study foregrounds Black youth perspectives to offer additional insight into the role of supplementary programming. Drawing from 15 semi-structured, pre-post interviews with Black youth participating in a six-week summer CDF Freedom Schools program, we analyzed core distinctions drawn between youths’ experiences in the program and in their traditional schools. Black youth attested to how the program expanded opportunities for them to express themselves, build community, engage in critical structural analyses, and imagine sociopolitical possibilities beyond the constraints of the present. We conclude with a discussion of implications, with an eye toward further specifying the types of educational contexts required to counteract detrimental aspects of traditional schooling and cultivate dispositions toward more just futures.

摘要

由于传统学校的缺点，创新的补充（例如校外、暑期）计划已被确定为黑人青年积极发展和学习的重要场所。这项研究突出了黑人青年的观点，以提供对补充节目的作用的更多见解。通过对参加为期六周的夏季 CDF 自由学校计划的黑人青年进行的 15 次半结构化事前采访，我们分析了青年在该计划和传统学校中的经历之间的核心区别。黑人青年证明了该计划如何扩大他们表达自己、建立社区、参与批判性结构分析以及想象超越当前限制的社会政治可能性的机会。我们以对影响的讨论结束，