scholarly journals “We don't care about these kids”: Chicago, Ethnic Studies, and the Politics of Caring

2017 ◽  
Author(s):  
Cinthya Rodriguez
Keyword(s):  
Public Schools ◽  
Ethnic Studies ◽  
Chicago Public Schools ◽  
Black Communities ◽  
Public Schooling ◽  
Predominantly Black ◽  
City State ◽  
Community Struggles ◽  
Relationship Of ◽  
Authentic Caring

This article juxtaposes two recent Chicago Public Schools (CPS) policies and expands upon Angela Valenzuela’s (1999) “politics of caring.” Given the unique space of Chicago for modeling neoliberal school reform policies, I analyze both the 2013 massive CPS closings that targeted predominantly Black communities and the subsequent institutionalization of African American and Latina/o Studies through CPS committees and curriculum. These CPS school closings and ethnic studies policies, I argue, mark a foundational relationship of racial and colonial power between students and communities of color and the settler city-state. Drawing upon community testimonies, news and popular media, and critical caring and ethnic studies scholarship, this article interrogates that racial-colonial relationship by tracing the manipulation of the politics of aesthetic and authentic caring through the Chicago public schooling apparatus. Finally, given current community struggles for education, I examine the possibilities of theorizing beyond authentic caring and towards a decolonial politics of caring.

scholarly journals “We’re a Part of This City, Too”: An Examination of the Politics of Representation of D.C. Native via #DCNativesDay

2021 ◽  
Vol 7 (1) ◽  
pp. 205630512098444
Author(s):  
Loren Saxton Coleman
Keyword(s):  
Public Schools ◽  
Cultural Analysis ◽  
Black Communities ◽  
Politics Of Representation ◽  
Marginalized Communities ◽  
Movie Theaters ◽  
Online Spaces ◽  
Twitter Users ◽  
The City

This cultural analysis explores how D.C. natives represented themselves on Twitter via #DCNativesDay. The analysis found that Twitter users engaged in hashtag activism to share stories about their connection to place(s) (e.g., movie theaters, neighborhoods, public schools) in the city that were integral in the construction of their individual and collective Black D.C. native identities. Constructed identities were not monolithic, and users engaged in some self-reflexivity. The users’ emphasis on place seemed to signify reclamation of changing city landscapes and legitimacy in the city. Ultimately, this research raises questions about how alternative representations that map marginalized communities onto city spaces in online spaces can create possibilities of transformation for Black communities during gentrification in offline spaces.

Predicting and Preventing Shootings among At-Risk Youth

2011 ◽  
Vol 101 (3) ◽  
pp. 288-292 ◽  
Author(s):  
Dana Chandler ◽  
Steven D Levitt ◽  
John A List
Keyword(s):  
At Risk ◽  
Public Schools ◽  
Predictive Model ◽  
Educational Outcomes ◽  
Chicago Public Schools ◽  
At Risk Youth ◽  
Preliminary Evaluation ◽  
Mentorship Program

Each year, more than 250 students in the Chicago Public Schools (CPS) are shot. The authors of this paper worked with the leadership of CPS to build a predictive model of shootings that helped determine which students would be included in a highly targeted and resource intensive mentorship program. This paper describes our predictive model and offers a preliminary evaluation of the mentoring intervention performed by Youth Advocate Programs, Inc. (YAP). We find little evidence that the intervention reduces school misconducts or improves educational outcomes. The scale of intervention was too small to generate meaningful findings on shootings.

Raising Intelligence Levels of the Mentally Retarded: An Overlooked Educo-Legal Implication

1975 ◽  
Vol 157 (1) ◽  
pp. 43-53 ◽  
Author(s):  
John M. Throne
Keyword(s):  
World War Ii ◽  
Public Schools ◽  
Child Welfare ◽  
Mentally Retarded ◽  
Public Schooling ◽  
World War ◽  
University Of Iowa ◽  
The Public ◽  
The University ◽  
Legal Implication

Studies by investigators at the University of Iowa Child Welfare Station before World War II demonstrated that the intelligence levels of the mentally retarded could be raised, often up to and beyond normalcy (IQ 100). Yet, the implications were never seriously followed up on anything approaching a broad-gauged scale. The juridical climate now supports the position that, because the evidence is that all the retarded can learn under proper conditions, they are all entitled to public schooling. It is suggested that the public schools may soon be confronted with an even more far-reaching educo-legal thrust based on the kind of evidence first reported by the Iowa investigators; that is, the public schools have a responsibility not only to educate or train the retarded to achieve their retarded potentialities, but to increase those potentialities, i.e., raise their intelligence levels.

scholarly journals Violence and Community: Collective and Cultural Trauma in Black America

Lumen et Vita ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Michael Yu
Keyword(s):  
Jim Crow ◽  
The United States ◽  
Black Communities ◽  
Collective Trauma ◽  
Predominantly Black ◽  
Black America ◽  
Marginalized Communities ◽  
National Conversation ◽  
Pastoral Response ◽  
The Relationship

The relationship between law enforcement and predominantly black communities has been characterized by mistrust, violence, and victimization. Recently, this issue has entered into the national conversation, sparked by the deaths of Michael Brown, Eric Garner, Sandra Bland, Samuel Dubose, Tamir Rice, Laquan McDonald, and countless other black individuals. The present paper presents the experience of black communities in the United States as an experience of collective and communal trauma. First, collective trauma is conceptualized and distinguished from individual trauma writ large from a sociological perspective with Ignacio Martin Baró and Jeffrey Alexander. Communal trauma is a phenomenon that is different than individual trauma because of its social and communal implications. Next, the experience of black communities in light of consistent patterns of police violence is named as collective trauma. Michelle Alexander’s The New Jim Crow will be used, as well as Atlantic correspondent Ta-Nehisi Coates. The final section proposes a pastoral response to the communal trauma of Black communities, divided into two parts. The first is a look inwards towards organized Christianity’s complicity in the terrorism of Black communities and the benefits that are gained from their subjugation, and the second looks outwards, proposing a stance of solidarity, courage, and righteous indignation that actively works towards the liberation of marginalized communities.

scholarly journals “They are Scared of Me”: Black Male Perceptions of Sense of Belonging in U.S. Public Schools

2020 ◽  
Vol 15 (2) ◽  
pp. 36-49
Author(s):  
Jennifer Grace
Keyword(s):  
Public Schools ◽  
Black Males ◽  
Black Male ◽  
Sense Of Belonging ◽  
Structured Interviews ◽  
Racially Diverse ◽  
Predominantly Black ◽  
Male Perceptions ◽  
Practical Recommendations

Using a Critical Race framework, this study examined black male perceptions of their sense of belonging in U.S. public schools. The author conducted semi-structured interviews with ten black males who had been expelled from schools. Findings reveal perceptions of a stark discrepancy in the quality of education provided at schools that are predominantly black vs. schools that are more racially diverse. Furthermore participants describe school as a hostile environment for black males citing microaggressions, isolation, and verbal abuse as indicators. Based on the findings, practical recommendations for supporting the educational experiences of black males are offered.

Piano Classes in the Chicago Public Schools

1932 ◽  
Vol 19 (2) ◽  
pp. 22-22
Author(s):  
J. Lewis Browne
Keyword(s):  
Public Schools ◽  
Chicago Public Schools
Sign in / Sign up

Export Citation Format

Share Document