Urban School Success: Lessons from a High-Achieving Urban School, and Students' Reactions to Ferguson, Missouri

Autor/inn/en	Wiggan, Greg; Watson-Vandiver, Marcia J.
Titel	Urban School Success: Lessons from a High-Achieving Urban School, and Students' Reactions to Ferguson, Missouri
Quelle	In: Education and Urban Society, 51 (2019) 8, S.1074-1105 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517751721
Schlagwörter	Urban Schools; Academic Achievement; High Achievement; Student Reaction; Student Attitudes; Cultural Pluralism; African American Students; Urban Education; Educational Change; African American Education; Critical Theory; Teacher Attitudes; Curriculum Development; Race; Racial Relations; Minority Group Students; Case Studies; Missouri + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Schülerkritik; Schülerverhalten; Kulturpluralismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Stadtteilbezogenes Lernen; Bildungsreform; Kritische Theorie; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rasse; Abstammung; Case study; Fallstudie; Case Study
Abstract	Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critical race discussions. Thus, the transformative power of education is restricted when conversations about "real" issues in society are avoided. This qualitative case study examines Fannie Lou Hamer Academy (FLHA)--pseudonym, a high-performing urban school that utilizes critical antiracism education. The findings suggest that multicultural curriculum helps students develop "self-knowledge," meaning a personal awareness of their race and identity. Participants describe how self-knowledge provides corrective history, a response to negative media portrayals of minorities, and helps students understand current events such as the racial unrest in Ferguson, Missouri. The implications of these findings reveal the central role of the curriculum in shaping positive student identities and helping to mediate social conflicts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01