Exclusion and Extraction: Situating Spirit Murdering in Community Colleges

Autor/in	Wilson, Asif
Titel	Exclusion and Extraction: Situating Spirit Murdering in Community Colleges
Quelle	In: Educational Foundations, 34 (2021) 1, S.47-67 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-8248
Schlagwörter	Community Colleges; Two Year College Students; Minority Group Students; Cultural Influences; Urban Schools; College Environment; Hidden Curriculum; Teaching Methods; Cultural Maintenance; Culturally Relevant Education; Racial Bias; Ethnicity; African American Students; American Indian Students; Indigenous Populations; Critical Theory; Race; Social Justice; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Community college; Community College; Cultural influence; Kultureinfluss; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hochschulumwelt; Heimlicher Lehrplan; Teaching method; Lehrmethode; Unterrichtsmethode; Racial discrimination; Rassismus; Ethnizität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sinti und Roma; Kritische Theorie; Rasse; Abstammung; Soziale Gerechtigkeit
Abstract	Black, Indigenous, and other students of color (BIPOC) are selecting to attend community colleges more than any other post-secondary school setting. However as the author argues, community colleges have, since their inception, served as exclusionary spaces for labor extraction that murders the spirits of BIPOC students. This article explores spirit murdering at a mid-sized urban community college in Chicago. The author presents historical and contemporary narratives of community colleges as sites of extraction and exclusion. The article ends with a call for community college policymakers and practitioners to engage in a more liberatory hidden curriculum, creating and maintaining more co-conspiring relationships and a more community-driven ecosystem of teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01