Circuits of Dominance in Education and Poverty: Control Logic and Counter Narrative |
| |
| Authors: | Allison Daniel Anders |
| |
| Institution: | (1) Cultural Studies in Educational Foundations, Department of Educational Psychology and Counseling, The University of Tennessee at Knoxville, 418 Claxton Complex, Knoxville, TN 37996, USA |
| |
| Abstract: | In this article I represented educational narratives from two students who completed college coursework while they were incarcerated
in a closed correctional facility in North Carolina. Alongside their narratives, I shared literature that addressed inadequacies
in the United States social welfare programs, an absence of a living wage, and whitestream dominance in US public schools
and analyzed the narratives of these students’ childhoods. These narratives were situated at the intersections of poverty
and illegal work. Often these intersections remain invisible in policy discourse and educational contexts in the high accountability/high
stakes testing movement that positions the curriculum, and not the child, as the most important thing in the classroom. Subsequently,
I challenged educators and researchers committed to the pursuit of equity to question how the children in our classrooms and
youth in our prisons were raced, gendered, and classed, and to engage in careful and layered understandings of our students’
lives. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
