Reauthoring Savage Inequalities: Narratives of Community Cultural Wealth in Urban Educational Environments.
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.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | , , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Albany :
State University of New York Press,
2023.
|
| Schriftenreihe: | SUNY Series, Critical Race Studies in Education Series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | Description based upon print version of record. Setting a Historical Background |
| Beschreibung: | 1 online resource (363 p.). |
| Bibliographie: | References -- Part 6. Sunday Dinners with Love -- Chapter 17 The Meaning of Sunday Dinners -- Making Pearl Street -- Learning on Pearl Street -- References -- Chapter 18 East St Louis: Where Our Black Lives Always Mattered -- "None of Us Is as Smart as All of Us" (Grandmama Trudy B.): Freedom School -- Dallas -- Dr. Joi -- "It's the Small Foxes That Destroy the Vine" (Grandmama Trudy B.): Encouragement and Integrity -- Dallas -- Dr. Joi -- "Many Hands Make Light Work" (Grandmama Trudy B.): Role Models and Mentors -- Dallas -- Dr. Joi -- Conclusion -- Chapter 19 We Were Always a Community: Cooking, Eating, and Living in the John DeShields Housing Project -- Planning Sunday Dinner-(Familial and Aspirational Capital) -- Shopping for Sunday Dinner-(Social Capital) -- Cooking Sunday Dinner-(Resistant and Navigational Capital) -- Conclusion -- Reference -- Guest Commentary and Reflection: "You Can't Keep Telling Us What We Already Know": A Fugitive End to Educational Narratives of Tragedy -- Discussion Questions -- Additional Readings -- References -- Afterword -- References -- Contributors -- Index. Includes bibliographical references and index. |
| ISBN: | 9781438492926 1438492928 |
Internformat
MARC
| LEADER | 00000cam a2200000Mu 4500 | ||
|---|---|---|---|
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| 100 | 1 | |a Patton, Lori D. | |
| 245 | 1 | 0 | |a Reauthoring Savage Inequalities |h [electronic resource] : |b Narratives of Community Cultural Wealth in Urban Educational Environments. |
| 260 | |a Albany : |b State University of New York Press, |c 2023. | ||
| 300 | |a 1 online resource (363 p.). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a SUNY Series, Critical Race Studies in Education Series | |
| 500 | |a Description based upon print version of record. | ||
| 505 | 0 | |a Intro -- Contents -- Foreword -- Introduction -- References -- 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 -- Introduction -- Community Cultural Wealth -- Peering Back: Cultural Wealth Building -- Grade School -- High School -- College -- A Press Forward -- Pressing Forward Toward the Goal -- References -- Chapter 2 Displaced Equalities: Exploring the Impact of Place on Urban Students -- An Urban Student Displaced: "You Talk Like a White Girl!" | |
| 505 | 8 | |a Place (Still) Matters -- Emplaced Racism and Privilege -- Conclusion -- References -- Chapter 3 Persisting through Life as a Result of My Urban Education: The Making of a Black Male Professor -- Background -- Narrative -- Aspirational Capital -- Familial Capital and Social Capital -- Navigational Capital -- Resistant Capital -- Conclusion -- Notes -- References -- Guest Commentary and Reflection: We Know Best What Tools and Resources Will Sustain Us -- Discussion Questions -- Additional Readings -- References -- Part 2. The Urban Community as Educator (Community) | |
| 505 | 8 | |a Chapter 4 Chicago's Other Children -- Schooling Inequity in the Lives of Chicago's Children -- Resisting, Rethinking, Readjusting Schooling in Chicago to Meet Students' Needs -- Recognizing and Historicizing Black and Brown School Activism -- Conclusion: A Promise of Simple Justice in the Schooling Lives of Chicago's Children -- References -- Chapter 5 Far from Savage: (Re)Turning to My Village and Revealing the "Two Worlds of Washington" -- Dismantling "A Single Story" -- Evoking My Counter-story -- I Was Different -- A Mother's Love -- It Takes A Village: My "Big Brothers" and "Big Sisters" | |
| 505 | 8 | |a To Care: (Re)Turning to Resilience -- Note -- References -- Chapter 6 A Third-World City: An Autoethnography on Growing Up in Detroit, Michigan, and Becoming a Teacher -- Background -- Reading Kozol -- Narrative: Growing Up and Teaching in Detroit -- Incident 1: "They Need to Know!" -- Incident 2: "If We Don't, Who Will?" -- Conclusion -- References -- Guest Commentary and Reflection: The Complexity and Nuances of Origin Stories -- Implications -- Discussion Questions -- Additional Readings -- References -- Part 3. Centering Students in Teaching and Learning (Students) | |
| 505 | 8 | |a Chapter 7 "People Don't Really Know Camden High": Student Perspectives on their Negatively Viewed High School -- Introduction -- Theoretical Framework -- Yosso's Community Cultural Wealth Framework -- Camden Context and Study Participants -- Study Participants and Methodology -- CHS Students Speak -- People Don't Really Know about Camden High School -- More Than Just a School Building -- People Who Don't Go Here Don't Know What They're Talking About -- Optimism toward the Future (Aspirational Capital) -- Conclusion -- References -- Chapter 8 No Excuses: Believing and Achieving | |
| 500 | |a Setting a Historical Background | ||
| 520 | |a 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. | ||
| 504 | |a References -- Part 6. Sunday Dinners with Love -- Chapter 17 The Meaning of Sunday Dinners -- Making Pearl Street -- Learning on Pearl Street -- References -- Chapter 18 East St Louis: Where Our Black Lives Always Mattered -- "None of Us Is as Smart as All of Us" (Grandmama Trudy B.): Freedom School -- Dallas -- Dr. Joi -- "It's the Small Foxes That Destroy the Vine" (Grandmama Trudy B.): Encouragement and Integrity -- Dallas -- Dr. Joi -- "Many Hands Make Light Work" (Grandmama Trudy B.): Role Models and Mentors -- Dallas -- Dr. Joi -- Conclusion -- Chapter 19 We Were Always a Community: Cooking, Eating, and Living in the John DeShields Housing Project -- Planning Sunday Dinner-(Familial and Aspirational Capital) -- Shopping for Sunday Dinner-(Social Capital) -- Cooking Sunday Dinner-(Resistant and Navigational Capital) -- Conclusion -- Reference -- Guest Commentary and Reflection: "You Can't Keep Telling Us What We Already Know": A Fugitive End to Educational Narratives of Tragedy -- Discussion Questions -- Additional Readings -- References -- Afterword -- References -- Contributors -- Index. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 650 | 0 | |a Education, Urban |x Social aspects |z United States. | |
| 650 | 0 | |a Community and school |z United States. |0 http://id.loc.gov/authorities/subjects/sh85029198 | |
| 650 | 6 | |a Enseignement en milieu urbain |x Aspect social |z États-Unis. | |
| 650 | 7 | |a EDUCATION / Urban. |2 bisacsh | |
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| 650 | 7 | |a Education, Urban |x Social aspects |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a Rivers, Ishwanzya D. | |
| 700 | 1 | |a Farmer-Hinton, Raquel L. | |
| 700 | 1 | |a Lewis, Joi D. | |
| 776 | 0 | 8 | |i Print version: |a Patton, Lori D. |t Reauthoring Savage Inequalities |d Albany : State University of New York Press,c2023 |z 9781438492919 |
| 830 | 0 | |a SUNY Series, Critical Race Studies in Education Series. | |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1379441368 |
|---|---|
| _version_ | 1816882570844962816 |
| adam_text | |
| any_adam_object | |
| author | Patton, Lori D. |
| author2 | Rivers, Ishwanzya D. Farmer-Hinton, Raquel L. Lewis, Joi D. |
| author2_role | |
| author2_variant | i d r id idr r l f h rlf rlfh j d l jd jdl |
| author_facet | Patton, Lori D. Rivers, Ishwanzya D. Farmer-Hinton, Raquel L. Lewis, Joi D. |
| author_role | |
| author_sort | Patton, Lori D. |
| author_variant | l d p ld ldp |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC5115 |
| callnumber-raw | LC5115 .R438 2023 |
| callnumber-search | LC5115 .R438 2023 |
| callnumber-sort | LC 45115 R438 42023 |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| contents | Intro -- Contents -- Foreword -- Introduction -- References -- 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 -- Introduction -- Community Cultural Wealth -- Peering Back: Cultural Wealth Building -- Grade School -- High School -- College -- A Press Forward -- Pressing Forward Toward the Goal -- References -- Chapter 2 Displaced Equalities: Exploring the Impact of Place on Urban Students -- An Urban Student Displaced: "You Talk Like a White Girl!" Place (Still) Matters -- Emplaced Racism and Privilege -- Conclusion -- References -- Chapter 3 Persisting through Life as a Result of My Urban Education: The Making of a Black Male Professor -- Background -- Narrative -- Aspirational Capital -- Familial Capital and Social Capital -- Navigational Capital -- Resistant Capital -- Conclusion -- Notes -- References -- Guest Commentary and Reflection: We Know Best What Tools and Resources Will Sustain Us -- Discussion Questions -- Additional Readings -- References -- Part 2. The Urban Community as Educator (Community) Chapter 4 Chicago's Other Children -- Schooling Inequity in the Lives of Chicago's Children -- Resisting, Rethinking, Readjusting Schooling in Chicago to Meet Students' Needs -- Recognizing and Historicizing Black and Brown School Activism -- Conclusion: A Promise of Simple Justice in the Schooling Lives of Chicago's Children -- References -- Chapter 5 Far from Savage: (Re)Turning to My Village and Revealing the "Two Worlds of Washington" -- Dismantling "A Single Story" -- Evoking My Counter-story -- I Was Different -- A Mother's Love -- It Takes A Village: My "Big Brothers" and "Big Sisters" To Care: (Re)Turning to Resilience -- Note -- References -- Chapter 6 A Third-World City: An Autoethnography on Growing Up in Detroit, Michigan, and Becoming a Teacher -- Background -- Reading Kozol -- Narrative: Growing Up and Teaching in Detroit -- Incident 1: "They Need to Know!" -- Incident 2: "If We Don't, Who Will?" -- Conclusion -- References -- Guest Commentary and Reflection: The Complexity and Nuances of Origin Stories -- Implications -- Discussion Questions -- Additional Readings -- References -- 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 -- Introduction -- Theoretical Framework -- Yosso's Community Cultural Wealth Framework -- Camden Context and Study Participants -- Study Participants and Methodology -- CHS Students Speak -- People Don't Really Know about Camden High School -- More Than Just a School Building -- People Who Don't Go Here Don't Know What They're Talking About -- Optimism toward the Future (Aspirational Capital) -- Conclusion -- References -- Chapter 8 No Excuses: Believing and Achieving |
| ctrlnum | (OCoLC)1379441368 |
| dewey-full | 370.19348 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.19348 |
| dewey-search | 370.19348 |
| dewey-sort | 3370.19348 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| geographic | United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq |
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| id | ZDB-4-EBA-on1379441368 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:30:42Z |
| institution | BVB |
| isbn | 9781438492926 1438492928 |
| language | English |
| oclc_num | 1379441368 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (363 p.). |
| psigel | ZDB-4-EBA |
| publishDate | 2023 |
| publishDateSearch | 2023 |
| publishDateSort | 2023 |
| publisher | State University of New York Press, |
| record_format | marc |
| series | SUNY Series, Critical Race Studies in Education Series. |
| series2 | SUNY Series, Critical Race Studies in Education Series |
| spelling | Patton, Lori D. Reauthoring Savage Inequalities [electronic resource] : Narratives of Community Cultural Wealth in Urban Educational Environments. Albany : State University of New York Press, 2023. 1 online resource (363 p.). text txt rdacontent computer c rdamedia online resource cr rdacarrier SUNY Series, Critical Race Studies in Education Series Description based upon print version of record. Intro -- Contents -- Foreword -- Introduction -- References -- 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 -- Introduction -- Community Cultural Wealth -- Peering Back: Cultural Wealth Building -- Grade School -- High School -- College -- A Press Forward -- Pressing Forward Toward the Goal -- References -- Chapter 2 Displaced Equalities: Exploring the Impact of Place on Urban Students -- An Urban Student Displaced: "You Talk Like a White Girl!" Place (Still) Matters -- Emplaced Racism and Privilege -- Conclusion -- References -- Chapter 3 Persisting through Life as a Result of My Urban Education: The Making of a Black Male Professor -- Background -- Narrative -- Aspirational Capital -- Familial Capital and Social Capital -- Navigational Capital -- Resistant Capital -- Conclusion -- Notes -- References -- Guest Commentary and Reflection: We Know Best What Tools and Resources Will Sustain Us -- Discussion Questions -- Additional Readings -- References -- Part 2. The Urban Community as Educator (Community) Chapter 4 Chicago's Other Children -- Schooling Inequity in the Lives of Chicago's Children -- Resisting, Rethinking, Readjusting Schooling in Chicago to Meet Students' Needs -- Recognizing and Historicizing Black and Brown School Activism -- Conclusion: A Promise of Simple Justice in the Schooling Lives of Chicago's Children -- References -- Chapter 5 Far from Savage: (Re)Turning to My Village and Revealing the "Two Worlds of Washington" -- Dismantling "A Single Story" -- Evoking My Counter-story -- I Was Different -- A Mother's Love -- It Takes A Village: My "Big Brothers" and "Big Sisters" To Care: (Re)Turning to Resilience -- Note -- References -- Chapter 6 A Third-World City: An Autoethnography on Growing Up in Detroit, Michigan, and Becoming a Teacher -- Background -- Reading Kozol -- Narrative: Growing Up and Teaching in Detroit -- Incident 1: "They Need to Know!" -- Incident 2: "If We Don't, Who Will?" -- Conclusion -- References -- Guest Commentary and Reflection: The Complexity and Nuances of Origin Stories -- Implications -- Discussion Questions -- Additional Readings -- References -- 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 -- Introduction -- Theoretical Framework -- Yosso's Community Cultural Wealth Framework -- Camden Context and Study Participants -- Study Participants and Methodology -- CHS Students Speak -- People Don't Really Know about Camden High School -- More Than Just a School Building -- People Who Don't Go Here Don't Know What They're Talking About -- Optimism toward the Future (Aspirational Capital) -- Conclusion -- References -- Chapter 8 No Excuses: Believing and Achieving Setting a Historical Background 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. References -- Part 6. Sunday Dinners with Love -- Chapter 17 The Meaning of Sunday Dinners -- Making Pearl Street -- Learning on Pearl Street -- References -- Chapter 18 East St Louis: Where Our Black Lives Always Mattered -- "None of Us Is as Smart as All of Us" (Grandmama Trudy B.): Freedom School -- Dallas -- Dr. Joi -- "It's the Small Foxes That Destroy the Vine" (Grandmama Trudy B.): Encouragement and Integrity -- Dallas -- Dr. Joi -- "Many Hands Make Light Work" (Grandmama Trudy B.): Role Models and Mentors -- Dallas -- Dr. Joi -- Conclusion -- Chapter 19 We Were Always a Community: Cooking, Eating, and Living in the John DeShields Housing Project -- Planning Sunday Dinner-(Familial and Aspirational Capital) -- Shopping for Sunday Dinner-(Social Capital) -- Cooking Sunday Dinner-(Resistant and Navigational Capital) -- Conclusion -- Reference -- Guest Commentary and Reflection: "You Can't Keep Telling Us What We Already Know": A Fugitive End to Educational Narratives of Tragedy -- Discussion Questions -- Additional Readings -- References -- Afterword -- References -- Contributors -- Index. Includes bibliographical references and index. Education, Urban Social aspects United States. Community and school United States. http://id.loc.gov/authorities/subjects/sh85029198 Enseignement en milieu urbain Aspect social États-Unis. EDUCATION / Urban. bisacsh Children of minorities Education fast Community and school fast Education, Urban Social aspects fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Rivers, Ishwanzya D. Farmer-Hinton, Raquel L. Lewis, Joi D. Print version: Patton, Lori D. Reauthoring Savage Inequalities Albany : State University of New York Press,c2023 9781438492919 SUNY Series, Critical Race Studies in Education Series. FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3406321 Volltext |
| spellingShingle | Patton, Lori D. Reauthoring Savage Inequalities Narratives of Community Cultural Wealth in Urban Educational Environments. SUNY Series, Critical Race Studies in Education Series. Intro -- Contents -- Foreword -- Introduction -- References -- 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 -- Introduction -- Community Cultural Wealth -- Peering Back: Cultural Wealth Building -- Grade School -- High School -- College -- A Press Forward -- Pressing Forward Toward the Goal -- References -- Chapter 2 Displaced Equalities: Exploring the Impact of Place on Urban Students -- An Urban Student Displaced: "You Talk Like a White Girl!" Place (Still) Matters -- Emplaced Racism and Privilege -- Conclusion -- References -- Chapter 3 Persisting through Life as a Result of My Urban Education: The Making of a Black Male Professor -- Background -- Narrative -- Aspirational Capital -- Familial Capital and Social Capital -- Navigational Capital -- Resistant Capital -- Conclusion -- Notes -- References -- Guest Commentary and Reflection: We Know Best What Tools and Resources Will Sustain Us -- Discussion Questions -- Additional Readings -- References -- Part 2. The Urban Community as Educator (Community) Chapter 4 Chicago's Other Children -- Schooling Inequity in the Lives of Chicago's Children -- Resisting, Rethinking, Readjusting Schooling in Chicago to Meet Students' Needs -- Recognizing and Historicizing Black and Brown School Activism -- Conclusion: A Promise of Simple Justice in the Schooling Lives of Chicago's Children -- References -- Chapter 5 Far from Savage: (Re)Turning to My Village and Revealing the "Two Worlds of Washington" -- Dismantling "A Single Story" -- Evoking My Counter-story -- I Was Different -- A Mother's Love -- It Takes A Village: My "Big Brothers" and "Big Sisters" To Care: (Re)Turning to Resilience -- Note -- References -- Chapter 6 A Third-World City: An Autoethnography on Growing Up in Detroit, Michigan, and Becoming a Teacher -- Background -- Reading Kozol -- Narrative: Growing Up and Teaching in Detroit -- Incident 1: "They Need to Know!" -- Incident 2: "If We Don't, Who Will?" -- Conclusion -- References -- Guest Commentary and Reflection: The Complexity and Nuances of Origin Stories -- Implications -- Discussion Questions -- Additional Readings -- References -- 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 -- Introduction -- Theoretical Framework -- Yosso's Community Cultural Wealth Framework -- Camden Context and Study Participants -- Study Participants and Methodology -- CHS Students Speak -- People Don't Really Know about Camden High School -- More Than Just a School Building -- People Who Don't Go Here Don't Know What They're Talking About -- Optimism toward the Future (Aspirational Capital) -- Conclusion -- References -- Chapter 8 No Excuses: Believing and Achieving Education, Urban Social aspects United States. Community and school United States. http://id.loc.gov/authorities/subjects/sh85029198 Enseignement en milieu urbain Aspect social États-Unis. EDUCATION / Urban. bisacsh Children of minorities Education fast Community and school fast Education, Urban Social aspects fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85029198 |
| title | Reauthoring Savage Inequalities Narratives of Community Cultural Wealth in Urban Educational Environments. |
| title_auth | Reauthoring Savage Inequalities Narratives of Community Cultural Wealth in Urban Educational Environments. |
| title_exact_search | Reauthoring Savage Inequalities Narratives of Community Cultural Wealth in Urban Educational Environments. |
| title_full | Reauthoring Savage Inequalities [electronic resource] : Narratives of Community Cultural Wealth in Urban Educational Environments. |
| title_fullStr | Reauthoring Savage Inequalities [electronic resource] : Narratives of Community Cultural Wealth in Urban Educational Environments. |
| title_full_unstemmed | Reauthoring Savage Inequalities [electronic resource] : Narratives of Community Cultural Wealth in Urban Educational Environments. |
| title_short | Reauthoring Savage Inequalities |
| title_sort | reauthoring savage inequalities narratives of community cultural wealth in urban educational environments |
| title_sub | Narratives of Community Cultural Wealth in Urban Educational Environments. |
| topic | Education, Urban Social aspects United States. Community and school United States. http://id.loc.gov/authorities/subjects/sh85029198 Enseignement en milieu urbain Aspect social États-Unis. EDUCATION / Urban. bisacsh Children of minorities Education fast Community and school fast Education, Urban Social aspects fast |
| topic_facet | Education, Urban Social aspects United States. Community and school United States. Enseignement en milieu urbain Aspect social États-Unis. EDUCATION / Urban. Children of minorities Education Community and school Education, Urban Social aspects United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3406321 |
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