Accommodation and Critique in the School Lives of Six Young African-American Men
Bibliographic Data
| ID | 12008927 |
|---|---|
| Authors | Jeremy N Price (University of Maryland, College Park, corresponding author) |
| Year | 1998 |
| Volume | 28 |
| Issue | 4 |
| Pages | 443-471 |
| Publication date | 1998-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/0362-6784.00102 |
| OpenAlex | W2002790664 |
| Language | EN |
| References cited | 21 |
This article considers the complex nature of the experiences of school for six young African-American men who were from different social class backgrounds and attended four different schools. Through extended interviews over the course of the 1992–1993 school year, I learned that while all the young men were committed to acquiring a high school diploma, they simultaneously critiqued aspects of their experiences in school. The critique included the disengaging pedagogy and curriculum they experienced in classrooms and the Eurocentric focus of their history curriculum. Notwithstanding the pattern of critique and accommodation among the young men, there was variation in what they chose to critique and accommodate.My examination of the ways in which they critiqued and accommodated school includes a consideration of the different kinds of choices the young men made, the different kinds of futures they imagined for themselves, their different ideas about what was important to know, and their different meanings of success. I argue that their different meanings of school, schooling, and the diploma in a large measure can be explained through examining their differential access to power and privilege, the ways in which they encountered inequality, and the ways in which they experienced the structure and culture of school. I further argue that the intermingling of interconnected systems of race, class, and gender in the context of their daily school lives can be a powerful explainer of the differences, and at times the similarities, in the meanings they made of school
Accommodation · Class (philosophy · Context (archaeology · Curriculum · Disadvantaged · Mainstream · Pedagogy · Privilege (computing · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Psychology
Keeping track
Black students and school failure
Contradictions of control
Slim's Table
Race, Ethnicity and Education
Education and Power
Racial Formation in the United States
Race, Class, & Gender
Black Feminist Thought
Theories of Reproduction and Resistance in the New Sociology of Education
Racialized Boundaries
Social Class and School Knowledge
Education and the Struggle against Race, Class and Gender Inequality
Women of Color in U.S. Society
Black Male Genocide
The Silenced Dialogue
| Citation velocity | historical |
|---|---|
| Highly cited | No |