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Reauthoring Savage Inequalities: Narratives of Community Cultural Wealth in Urban Educational Environments
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Reauthoring Savage Inequalities: Narratives of Community Cultural Wealth in Urban Educational Environments
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Overview
Reauthoring Savage Inequalities brings together scholars, educators, practitioners, and students to counter dominant narratives of urban educational environments. Using a community cultural wealth lens, contributors center the strategies, actions, and ways of knowing communities of color use to resist systemic oppression. So often, discussions of urban schooling are filled with stories of what Jonathan Kozol famously referred to as "savage inequalities" in his 1991 book of the same title—with tales of deficiency and despair. The counternarratives in this volume grapple with the inequalities highlighted by Kozol. Yet, in foregrounding lived experiences of educating and being educated in schools and communities that were systemically isolated and disenfranchised then and continue to be thirty years later, Reauthoring Savage Inequalities brings nuance to depictions of teaching and learning in urban areas. In nineteen essays, as well as commentaries, a foreword, and an afterword, contributors engage readers in critical dialogue about the importance of community cultural wealth. They identify the sources of support that enable students, staff, parents, and community members to succeed and thrive despite the purposeful divestment in communities of color across this nation's cities.
Product Details
ISBN-13: | 9781438492919 |
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Publisher: | State University of New York Press |
Publication date: | 12/02/2023 |
Series: | SUNY series, Critical Race Studies in Education |
Pages: | 361 |
Sales rank: | 869,285 |
Product dimensions: | 6.00(w) x 9.00(h) x 1.00(d) |
About the Author
Lori D. Patton is Professor of Higher Education and Student Affairs and Chair for the Department of Educational Studies at The Ohio State University. Ishwanzya D. Rivers is Assistant Professor in the Department of Educational Leadership, Evaluation, and Organizational Development at the University of Louisville. Raquel L. Farmer-Hinton is Associate Professor in the Department of Educational Policy and Community Studies at the University of Wisconsin-Milwaukee. Joi D. Lewis is the Founder and Chief Executive Officer of Joi Unlimited and the Founder and President of Healing Justice Foundation.
Table of Contents
ForewordWilliam T. TrentIntroductionLori D. Patton, Ishwanzya D. Rivers, Raquel L. Farmer-Hinton, and Joi D. LewisPart 1. Resilience, Wholeness, and Thriving in Urban Schools (Self)1. Peering Back in a Press Forward: Critiques of Educational Equality that Protect White InnocenceChayla Haynes2. Displaced Equalities: Exploring the Impact of Place on Urban StudentsJada Renee Koushik3. Persisting through Life as a Result of My Urban Education: The Making of a Black Male ProfessorOmari JacksonGuest Commentary and Reflection: We Know Best What Tools and Resources Will Sustain UsDorinda J. Carter AndrewsPart 2. The Urban Community as Educator (Community)4. Chicago’s Other ChildrenMirelsie Velazquez5. Far from Savage: (Re)Turning to My Village and Revealing the “Two Worlds of Washington” Steve D. Mobley Jr. 6. A Third-World City: An Autoethnography on Growing Up in Detroit, Michigan, and Becoming a TeacherAmber C. BryantGuest Commentary and Reflection: The Complexity and Nuances of Origin StoriesMarvin LynnPart 3. Centering Students in Teaching and Learning (Students)7. “People Don’t Really Know Camden High”: Student Perspectives on their Negatively Viewed High SchoolKeith Benson with help from Deliyah Whetstone, Tina Q. Baker, Merv Ragsdale, T’emon’et Elliot, Joel Tarte, Dwyane Cooke, Naima Battie, Ajianna Bailey, Joselyn Chevere, Rasheed Pollard, Ijshanna Martin, and Brene’ Troutman8. No Excuses: Believing and AchievingJane Bean-Folkes, Susan Browne, and Chanelle Rose9. Avenues to Organic Engagement: One Counselor-Educator’s Experiences Working with Community Agencies to Promote Educational Success in an Urban CommunityAhmad R. WashingtonGuest Commentary and Reflection: There’s More to the Story: Counter-Narrating Urban Failure and SuccessNoelle W. ArnoldPart 4. Reflections on Educator and Institutional Influences (Educators)10. Fictive Kin as Driving Forces for Academic Success in Detroit: Black Women’s Narratives on Successfully Navigating through CollegeDiane Fuselier-Thompson, Ezella McPherson, and Carly Braxton11. “Old School” Urban Education: How Friends, Families, Communities, and Teachers Support Success in Early ChildhoodTheresa J. Canada12. “I Have Seen the Mountaintop”: Intersectionality and the Auto-ethnography of a Mediocre Student at a Gifted SchoolHeather Moore Roberson13. Dispelling the Myth of Despair and Hopelessness: How Ethical Leadership Creates a Counter-Narrative to Kozol’s Leadership CaricatureLonnie R. Morris Jr. and Maceo A. Cooper-JenkinsGuest Commentary and Reflection: Same Place, Different RaceH. Rich Milner IVPart 5. Renarrativizing “Home” (Place)14. And Still We Made It: Counter-Narratives of Success, Educational Attainment, and Opportunity in AtlantaBrittany M. Williams and Lyntoria Newton15. In Search of Oz: Culture, Education, and Counter-Narratives of Inequity in Southern Colored SchoolsToby S. Jenkins16. Bringing the Love Back Home: An Ode to the Wiz and Growing Up in East St. LouisJodi L. Jordan, Deborah J. Patton, and Lori D. PattonGuest Commentary and Reflection: Emerald City, Oz, and Savage Inequalities in Education: Centering the Ruby SlippersTheodorea BerryPart 6. Sunday Dinners with Love17. The Meaning of Sunday DinnersRaquel L. Farmer-Hinton18. East St Louis: Where Our Black Lives Always MatteredDallas Jewell Watson and Joi D. Lewis19. We Were Always a Community: Cooking, Eating, and Living in the John DeShields Housing ProjectIshwanzya D. RiversGuest Commentary and Reflection: “You Can’t Keep Telling Us What We Already Know”: A Fugitive End to Educational Narratives of TragedyDavid StovallAfterwordTara J. YossoContributorsIndexFrom the B&N Reads Blog
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