ERIC Number: EJ1079332
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
The Writing on the Wall: Enacting Place Pedagogies in Order to Reimagine Schooling for Black Male Youth
Johnson, Latrise P.
Discourse: Studies in the Cultural Politics of Education, v36 n6 p908-919 2015
This ethnographic case study examines how Black educators at an urban middle school enacted critical place pedagogies in order to create a sense of community--that is, a sense of belonging to the place of school--and mutual nurturing between people and space in an attempt to transform how their Black males experienced school. Educators at Starks Middle School did this in order to subvert the failure narrative that describes negative schooling experiences and the ultimate failure of Black boys across this nation. Place pedagogies of Starks Middle School--the signs, symbols, text, pictures, and affirmations used to educate, encourage, and inspire students--were enacted in order to reimagine school space for their Black male students.
Descriptors: African American Students, Males, Place Based Education, Ethnography, Case Studies, Urban Schools, African American Teachers, Middle School Teachers, Middle School Students, Sense of Community, Student Experience, Critical Theory, School Space
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A