Intratexturealities: The Poetics of the Freedom Schools

Autor/in	Agosto, Vonzell
Titel	Intratexturealities: The Poetics of the Freedom Schools
Quelle	In: Journal of Negro Education, 77 (2008) 2, S.168-179 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Civil Rights; Poetry; Cultural Education; Community Needs; Student Role; Didacticism; Curriculum Development; African American Culture; African American Education; African American History; African American Students; Community Organizations; Summer Schools; Critical Theory; Mississippi + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Lyrik; Poesie; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Didaktisierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Summer school; Sommerkurs; Kritische Theorie
Abstract	Freedom Schools, which operated during 1964 after the collaborative efforts of several Civil Rights organizations, provided an opportunity to understand how students can drive the curriculum to meet individual and collective needs within a community. The presence and use of poetry throughout the Freedom Schools was mysterious, given that it is virtually absent in the curriculum guide, memos, and documents prepared by the administrative staff members and teachers. Students' poetry not only revealed the intersections and layers of lived experience, society, and culture, but also their agency in the context of an anti-oppressive education project. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10