| Author(s): | Loflin, J. |
| Title: | Resisters, rejectors, and ridas: How to make urban schools work for disengaged students and critically conscious teachers |
| Source: | |
| Date: | 2011 |
| Organization: | Black & Latino Policy Institute |
| Short Description: | The recent success of New York City’s Eagle Academies or Chicago’s Urban Prep with male students raise the question: Now that we know how to reach some students we have been
unable to reach before, how do we reach those students we have never been able to reach? This paper combines ideas from Dr. Prudence Carter and Dr. Jeffery Duncan-Andrade to provide answers. |
| Annotation: | The recent success of New York City’s Eagle Academies or Chicago’s Urban Prep with male students raise the question: Now that we know how to reach some students we have been
unable to reach before, how do we reach those students we have never been able to reach? This paper combines ideas from Dr. Prudence Carter and Dr. Jeffery Duncan-Andrade to provide answers. Both Carter and Andrade agree, youth need not reject what makes them literate, self-sufficient,
community oriented, and politically active for a socially just world. They disagree on how this is accomplished. Prof. Carter refutes old ideas about teenage behavior and racial difference, suggesting inter-cultural communication, not assimilation, can help close the black-white achievement gap. Prof. Andrade sees the situation differently. He suggests education is the practice of freedom and students must have Rida teachers who help them use their school experience to improve their present and
future neighborhoods while gaining academic skills and knowledge for career, and higher learning. This paper encourages African American males to go into teaching, becoming Ridas who engage non-compliant students in a classroom counter-culture community, using a “THUG LIFE pedagogy” and encouraging a resistance to mainstream education that is not rebellious, but transformational. |
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