Safe Routes to School? Black Caribbean Youth Negotiating Police Surveillance in London and New York City

2018 ◽  
Vol 88 (3) ◽  
pp. 261-286 ◽  
Author(s):  
DERRON WALLACE
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Critical Race Theory ◽  
York City ◽  
Black Youth ◽  
The United States ◽  
Ethnographic Study ◽  
Stop And Frisk ◽  
Black Caribbean

In this article, Derron Wallace examines how Black Caribbean youth perceive and experience stop-and-frisk and stop-and-search practices in New York City and London, respectively, while on their way to and from public schools. Despite a growing body of scholarship on the relationship between policing and schooling in the United States and United Kingdom, comparative research on how students experience stop-and-frisk/search remains sparse. Drawing on the BlackCrit tradition of critical race theory and in-depth interviews with sixty Black Caribbean secondary school students in London and New York City, Wallace explores how adolescents experience adult-like policing to and from schools. His findings indicate that participants develop a strained sense of belonging in British and American societies due to a security paradox: a policing formula that, in principle, promises safety for all but in practice does so at the expense of some Black youth. Participants in the ethnographic study learned that irrespective of ethnicity, Black youth are regularly rendered suspicious subjects worthy of scrutiny, even during the school commute.

Boys' and Girls' High School: Art and Politics in the Civil Rights Era

Prospects ◽  
2005 ◽  
Vol 30 ◽  
pp. 715-749
Author(s):  
Michele Cohen
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Public Schools ◽  
York City ◽  
Public Art ◽  
Minority Groups ◽  
Social Issues ◽  
The United States ◽  
Under Construction

The story of public art in the United States is also the story of American democratic institutions. Our public schools in particular, malleable and shifting under changing societal expectations, provide clues about the nature of our educational enterprise in their very design and the commissioned art that enhances them. In New York City, home to the nation's largest public school system and one of the first, art in schools is a barometer of aesthetic preferences and a measure of larger social issues. The constellation of events that led to the decentralization of New York City's schools in 1970 also led to the creation of an outstanding collection of work by African-American artists at Brooklyn's Boys' and Girls' High School.Better known for its athletics and as the school that hosted Nelson Mandela than for its public art, Boys' and Girls' High School first opened its doors as the Central School, with a Girls' department on Nostrand Avenue and a Boys' department on Court Street. In 1886, the Girls' department moved into a new building on Nostrand Avenue and in September 1890 school officials changed the official organization of the school to two schools, with Girls' High School on Nostrand Avenue (with added wings under construction) and Boys'High School (under construction) on Marcy Avenue. By 1960, efforts were under way to build a replacement school. The planning of the new Boys' and Girls' High School coincided with the fight by New York City minority groups for local school control, and the commissioning of art for the new building was paradigmatic of this struggle.

scholarly journals Grassroots Expertise at a New York City Community Board

2018 ◽  
Author(s):  
Thomas Waters
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
The United States ◽  
Ethnographic Study ◽  
Board Members ◽  
City Community ◽  
Community Board ◽  
Technical Capacity

In New York City and across the United States, neighborhood councils established by local governments are incorporating citizen participation into decision making while engaging issues that require them to use expert knowledge. These participatory projects can be seen as a way to check the pervasive and potentially undemocratic role of expertise in society, by creating a public setting in which experts’ advice can be exposed and criticized, and in which laypeople can attempt to influence policy processes that would ordinarily be dominated by experts. This ethnographic study investigates the fine-grained human interactions as members of a New York City community board in a low-income neighborhood engage land use and housing issues. It finds that they can partially overcome the challenge of expertise by developing their own technical capacity, and that this enhances board members’ influence. But it also finds that members encounter difficulties that cannot be remedied by more technical capacity. First, board members who develop expertise still lack complementary instrumentalities, such as access to insider information. And second, they find it difficult to juggle performance of their expert role with other roles they must play in their deliberations, especially the role of representing the community, which is essential if they are to influence elected officials through public opinion.

scholarly journals Global Pandemic, Translocal Medicine

2021 ◽  
Vol 16 (1) ◽  
pp. 58-88
Author(s):  
Sienna R. Craig ◽  
Nawang T. Gurung ◽  
Ross Perlin ◽  
Maya Daurio ◽  
Daniel Kaufman ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Cultural Practices ◽  
The United States ◽  
Ethnographic Study ◽  
Tibetan Medicine ◽  
Qinghai Province ◽  
Global Pandemic ◽  
Novel Coronavirus

Abstract This article analyzes the audio diaries of a Tibetan physician, originally from Amdo (Qinghai Province, China), now living in New York City. Dr. Kunchog Tseten describes his experiences during the first wave of the COVID-19 pandemic, in spring and summer 2020, when Queens, New York—the location where he lives and works—was the “epicenter of the epicenter” of the novel coronavirus outbreak in the United States. The collaborative research project of which this diary is a part combines innovative methodological approaches to qualitative, ethnographic study during this era of social distancing with an attunement to the relationship between language, culture, and health care. Dr. Kunchog’s diary and our analysis of its contents illustrate the ways that Tibetan medicine and Tibetan cultural practices, including those emergent from Buddhism, have helped members of the Himalayan and Tibetan communities in New York City navigate this unprecedented moment with care and compassion.

Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

2015 ◽  
Vol 22 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Catherine J. Crowley ◽  
Kristin Guest ◽  
Kenay Sudler
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Cultural Competence ◽  
York City ◽  
Cultural Sensitivity ◽  
Graduate Program ◽  
Language Disorder ◽  
New York State ◽  
Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

Applying the Devil's Works in a Holy Cause: Working-Class Popular Culture and the Salvation Army in the United States, 1879-1900

1997 ◽  
Vol 7 (2) ◽  
pp. 195-223
Author(s):  
Lillian Taiz
Keyword(s):  
United States ◽  
New York ◽  
New York City ◽  
Popular Culture ◽  
York City ◽  
The United States ◽  
Salvation Army ◽  
Public Meeting ◽  
The Many ◽  
Sunday Evening

Forty-eight hours after they landed in New York City in 1880, a small contingent of the Salvation Army held their first public meeting at the infamous Harry Hill's Variety Theater. The enterprising Hill, alerted to the group's arrival from Britain by newspaper reports, contacted their leader, Commissioner George Scott Railton, and offered to pay the group to “do a turn” for “an hour or two on … Sunday evening.” In nineteenth-century New York City, Harry Hill's was one of the best known concert saloons, and reformers considered him “among the disreputable classes” of that city. His saloon, they said, was “nothing more than one of the many gates to hell.”

Values of Voluntary Simplicity: Lifestyle and Motivation

1984 ◽  
Vol 55 (1) ◽  
pp. 231-240 ◽  
Author(s):  
Avraham Shama ◽  
Joseph Wisenblit
Keyword(s):  
United States ◽  
New York ◽  
New York City ◽  
York City ◽  
Metropolitan Areas ◽  
The United States ◽  
Voluntary Simplicity ◽  
Ecological Responsibility ◽  
Self Sufficiency ◽  
And Behavior

This paper describes the relation between values and behavior of a new life style, that of voluntary simplicity which is characterized by low consumption, self-sufficiency, and ecological responsibility. Also, specific hypotheses regarding the motivation for voluntary simplicity and adoption in two areas of the United States were tested. Analysis shows (a) values of voluntary simplicity and behaviors are consistent, (b) the motivation for voluntary simplicity includes personal preference and economic hardship, and (c) adoption of voluntary simplicity is different in the Denver and New York City metropolitan areas.

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