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Cheron Byfield 《British Journal of Sociology of Education》2008,29(2):189-199
Black boys in the United Kingdom and the USA have almost become synonymous with the concept of ‘underachievement’. However, many Black boys are achieving against the odds. Whilst the possession of a high degree of dominant cultural capital is widely recognised as a key contributory factor to academic achievement, the contributory role of other forms of non‐dominant capital is often overlooked. This qualitative study of educationally successful Black males in the United Kingdom and the USA, involving 40 Black male students from both new and ancient universities, set out to establish whether religion was a contributory factor to the educational success of Black male students. The study found that most of these students were religious and that their church community engineered cultural and social capital and their belief in God engineered religious capital, all of which made significant contributions to these Black male students' academic achievement. 相似文献
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Crystal Shelby-Caffey Lavern Byfield Stephanie Solbrig 《Changing English: An International Journal of English Teaching》2018,25(1):69-84
If an educator is to take a critical stance, teach students to do the same, and design lessons that engage students in thoughtful discussions and actions surrounding issues of social justice, then discussions of politics, race, culture, economics and systems of power are crucial to this work, and, the use of hip-hop is a worthwhile endeavour. In this article, three educators from very diverse backgrounds who have experiences at elementary and college levels, consider the ways in which hip-hop music and culture speaks to the lived experiences of students and has the potential to lend a voice to the seemingly voiceless while also meeting the demands imposed by mandated standards. Within the framework of critical pedagogy/critical consciousness, we discuss hip-hop pedagogy as a channel for capitalising on students’ lived experiences. 相似文献
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