Reauthoring Savage Inequalities : Narratives of Community Cultural Wealth in Urban Educational Environments.
| Author/creator | Patton, Lori D. |
| Other author | Rivers, Ishwanzya D., 1979- |
| Other author | Farmer-Hinton, Raquel L., 1971- |
| Other author | Lewis, Joi D. |
| Format | Electronic |
| Publication Info | Albany : State University of New York Press, 2023. |
| Description | 1 online resource (363 pages). |
| Supplemental Content | Click here to view book |
| Subjects |
| Series | SUNY Series, Critical Race Studies in Education Series SUNY Series, Critical Race Studies in Education Series. UNAUTHORIZED |
| 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!" |
| Contents | 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) |
| Contents | 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" |
| Contents | 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) |
| Contents | 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 |
| Abstract | 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. |
| General note | Description based upon print version of record. |
| General note | Setting a Historical Background |
| Bibliography note | 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. |
| Bibliography note | Includes bibliographical references and index. |
| Issued in other form | Print version: Patton, Lori D. Reauthoring Savage Inequalities Albany : State University of New York Press,c2023 9781438492919 |
| ISBN | 9781438492926 |
| ISBN | 1438492928 |
Availability
| Library | Location | Call Number | Status | Item Actions |
|---|---|---|---|---|
| Electronic Resources | Access Content Online | ✔ Available |