Exploring the Implications of Culturally Relevant Teaching
Toward a Pedagogy of Liberation
Bibliographic Data
| ID | 2365602 |
|---|---|
| Authors | Dari Green (0000-0002-3087-3764, Nicholls State University, Thibodaux, LA, USA, corresponding author) |
| Year | 2020 |
| Volume | 49 |
| Issue | 3 |
| Pages | 371-389 |
| Publication date | 2020-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Contemporary Ethnography (JOURNAL) |
| Journal identifiers | ISSN: 0891-2416 • E-ISSN: 1552-5414 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0891241619880334 |
| OpenAlex | W2981606394 |
| Language | EN |
| Citations received | 2 |
| References cited | 22 |
Schools in America may provide opportunities for upward mobility while also perpetuating social inequality. The inequities found in the US public school system probably result in such a highly stratified society. Conditions found in many schools and classrooms are often a microcosm of the same conditions and factors present in the broader American society. Scholars and education reform activists often use the term school-to-prison pipeline to describe what they view as a widespread pattern in the United States of pushing students, especially those who are already at a disadvantage, out of school, and into the criminal justice system. This research explored whether mentorship in the lives of these very students can affect the trajectory that these students take in life by moving toward a pedagogy of liberation that challenges the inequities and contradictions in the institution of education. Building from a model similar to CDF Freedom Schools, but targeting academic enrichment, Farrah and her colleague Hope developed the Sankofa Project at Yin Elementary School (YES). Embracing both the social-emotional and pedagogical aspects of CDF Freedom Schools, the Sankofa Project moved from a mission that sought to instill a love for reading to actually teaching children to read. This aspect was pivotally important to Farrah and Hope as they sought to dismantle the "cradle to prison pipeline," the concept of funneling masses of people into marginalized lives, imprisonment, and often premature death. Farrah believed that all her predecessors had done "was spot on, but academic enrichment was a key to steering children away from the pipeline." With the rebirth of a caste-like system in America, black and brown bodies are disproportionately locked behind bars, relegated permanent second-class status if declared a felon and an increasingly common trend toward annihilation at the hands of those of who are designated to serve and protect them
Criminology · Disadvantage · Imprisonment · Pedagogy · Political science · Prison · Sociology · Critical Race Theory in Education · Education Discipline and Inequality · Gender Studies · Law · Teacher Education and Leadership Studies
In struggle
Breaking the School to Prison Pipeline
The Truly Disadvantaged
Whose culture has capital? A critical race theory discussion of community cultural wealth
The school-to-prison pipeline
Toward a white teachers' guide to playing fair
The Department Is Very Male, Very White, Very Old, and Very Conservative
The Long Civil Rights Movement and the Political Uses of the Past
Families and Schools
American Educational Research Journal, 1964-1968
Minds Stayed on Freedom
Critical race theory
Preparing Teachers for Culturally Diverse Schools
The Freedom Schools
Can We Make Schools Effective for Minority Students
It's Not the Culture of Poverty, It's the Poverty of Culture
Teaching Race at Historically White Colleges and Universities
When Race Matters
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |