Reauthoring savage inequalities : narratives of community cultural wealth in urban educational environments / edited by Lori D. Patton [and three others].

Format:

Book

Contributor:

Patton, Lori D., editor.

Series:

SUNY series, critical race studies in education.

SUNY Series, Critical Race Studies in Education

Language:

English

Subjects (All):

Kozol, Jonathan. Savage inequalities.

Kozol, Jonathan.

Education, Urban--Social aspects--United States.

Education, Urban.

Community and school--United States.

Community and school.

United States.

Genre:

Electronic books.

Physical Description:

1 online resource (363 pages)

Edition:

1st ed.

Place of Publication:

Albany, NY : State University of New York Press, [2023]

Summary:

"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."-- Provided by publisher.

Offers rich, wide-ranging counternarratives to social, political, and educational discourses that characterize urban schools and communities as places of despair, revealing the resources and strategies of resistance that teachers, students, and families use to succeed and thrive.

Contents:

Foreword

Introduction

Part 1. Resilience, Wholeness, and Thriving in Urban Schools (Self)

Chapter 1 Peering Back in a Press Forward: Critiques of Educational Equality that Protect White Innocence

Chapter 2 Displaced Equalities: Exploring the Impact of Place on Urban Students

Chapter 3 Persisting through Life as a Result of My Urban Education: The Making of a Black Male Professor

Guest Commentary and Reflection: We Know Best What Tools and Resources Will Sustain Us

Part 2. The Urban Community as Educator (Community)

Chapter 4 Chicago's Other Children

Chapter 5 Far from Savage: (Re)Turning to My Village and Revealing the "Two Worlds of Washington"

Chapter 6 A Third-World City: An Autoethnography on Growing Up in Detroit, Michigan, and Becoming a Teacher

Guest Commentary and Reflection: The Complexity and Nuances of Origin Stories

Part 3. Centering Students in Teaching and Learning (Students)

Chapter 7 "People Don't Really Know Camden High": Student Perspectives on their Negatively Viewed High School

Chapter 8 No Excuses: Believing and Achieving

Part 4. Reflections on Educators and Institutional Influences (Educators)

Part 5. Renarrativizing "Home" (Place)

Part 6. Sunday Dinners with Love

Chapter 17 The Meaning of Sunday Dinners

Chapter 18 East St Louis: Where Our Black Lives Always Mattered

Chapter 19 We Were Always a Community: Cooking, Eating, and Living in the John DeShields Housing Project

Guest Commentary and Reflection: "You Can't Keep Telling Us What We Already Know": A Fugitive End to Educational Narratives of Tragedy

Afterword

Contributors

Index.

Notes:

Includes bibliographical references and index.

Description based on print version record.

Description based on publisher supplied metadata and other sources.

ISBN:

1-4384-9292-8

OCLC:

1379441368