14 Souls, 19 Days and 1600 Dreams: Engaging Critical Race Praxis While Living on the "Edge" of Race

Autor/in	Stovall, David
Titel	14 Souls, 19 Days and 1600 Dreams: Engaging Critical Race Praxis While Living on the "Edge" of Race
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 34 (2013) 4, S.562-578 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2013.822625
Schlagwörter	Critical Theory; Race; Urban Education; Educational Policy; Urban Schools; High Schools; Teacher Researchers; School Councils; School Community Relationship; Praxis; Public Schools; Educational Change; Community Action; Racial Bias; Activism; Illinois + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Stadtteilbezogenes Lernen; Politics of education; Bildungspolitik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Lehrerforschung; Schulbeirat; Public school; Öffentliche Schule; Bildungsreform; Racial discrimination; Rassismus; Aktivismus; Politischer Protest
Abstract	Because the dynamics of race are wrongly ignored in a current shroud of post-racialism (i.e. re-election of Barack Obama as president of the USA, shifting racial demographics in the USA, etc.), there are still communities in the USA and throughout the world that experience the damaging effects of racism entangled with the realities of class. Many still do not live in a post-racial utopia where "things are getting better". Instead, for some, things are getting worse. In light of these realities, this article is an account of a community's attempt to interrupt the popularly shared notion that low-income/working-class communities of color do not deserve quality education. The title has particular significance in that the 14 is reflective of the 14 community members that endured a 19-day hunger strike to secure a school for 1600 students. It should be considered on the "edge" of race in that it recognizes that race is often placed on the periphery of urban education, allowing policies to continually marginalize communities of color. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10