The Underlife Oppositional Behavior at Urban Public High School

2011 ◽  
pp. 117-144
Author(s):  
Kathleen Nolan
Keyword(s):  
High School ◽  
Public High School ◽  
Oppositional Behavior ◽  
Urban Public High School

scholarly journals “College for All? These Kids Can’t Dig Ditches”: Confronting the Leadership Challenges for Justice-Based Reform in Underperforming Schools

2018 ◽  
Vol 22 (1) ◽  
pp. 95-111
Author(s):  
Randall F. Clemens
Keyword(s):  
High School ◽  
Social Justice ◽  
Low Income ◽  
Students Of Color ◽  
Change Agent ◽  
Public High School ◽  
Underperforming Schools ◽  
Low Income Students ◽  
Leadership Challenges ◽  
Urban Public High School

The case explores the challenges of school leaders to facilitate social justice–based reforms for low-income students of color who attend underperforming schools. In particular, it examines the 1st-year experiences of Principal Yolanda Lopez at Kennedy High School, an underperforming and underresourced urban public high school. Lopez is tasked with improving college access and readiness among all students. As the year progresses—and pressures mount from various stakeholders—she questions the viability of sustained reform and her own role as a change agent within a complex and often unjust system.

Making Publics: Mobilizing Audiences in High School Makerspaces

2018 ◽  
Vol 120 (8) ◽  
pp. 1-38 ◽  
Author(s):  
Amy Stornaiuolo ◽  
T. Philip Nichols
Keyword(s):  
High School ◽  
Collaborative Design ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Media Production ◽  
Maker Movement ◽  
Public High School ◽  
Social Design ◽  
Urban Public High School ◽  
The Maker Movement

Background/Context Researchers, policy makers, and practitioners are paying increasing attention to the educational opportunities afforded by the maker movement—a growing public interested in do-it-yourself designing, remixing, and tinkering using physical and digital tools. While education research on “making” has often focused on informal learning contexts, this article examines the possibilities and tensions that surface as a new urban public high school brings making to the center of its teaching and learning. Focus of Study This research examines the learning opportunities that emerged as students engaged in their school's Media Production Makerspace. Focusing on the ways students created, remixed, and shared individual and collaborative media texts in the classroom, the study asks: What are the resources and constraints of the Media Production Makerspace's learning ecology for students from nondominant communities, and what practices, tools, and knowledge do students draw on and develop as they engage in school-based making activities and extend those to other audiences? Setting The study is situated in the Collaborative Design School, a non-selective urban public high school organized around principles of making and the maker movement. Research Design This study was a social design experiment that followed 45 high school freshmen in the Collaborative Design School's media makerspace over three design cycles during the 2014–2015 school year. Conclusions/Recommendations The study revealed that the work of cultivating and mobilizing audiences was central to young people's making activities. However, the ways these audiences were cultivated and mobilized depended on a number of historical, cultural, social, and political factors and involved significant labor by multiple stakeholders. To mobilize audiences into meaningful publics oriented toward collective action, young people needed to see themselves as civic actors who could contribute to broader public conversations and whose opinions, perspectives, and experiences mattered. In tracing the tensions that arose in this process of making publics, the authors suggest that integrating makerspaces in schools can lead to powerful learning opportunities and serve as generative routes to civic action for some students but also that makerspaces should not be positioned as panaceas that can be inserted into schools as an autonomous fix.

What Does It Mean to Be African American? Constructions of Race and Academic Identity in an Urban Public High School

2009 ◽  
Vol 46 (1) ◽  
pp. 73-114 ◽  
Author(s):  
Na’ilah Suad Nasir ◽  
Milbrey W. McLaughlin ◽  
Amina Jones
Keyword(s):  
High School ◽  
African American ◽  
Racial Identity ◽  
African American Students ◽  
School Context ◽  
School Setting ◽  
Academic Identity ◽  
Public High School ◽  
American Students ◽  
Urban Public High School

In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational data to examine the nature of racial identity meanings for African American students, their relation to academic engagement and achievement, and how they were fostered by the school context. Findings show that students embraced (and were offered differential access to) different meanings of African American racial identity and that these meanings were differentially related to achievement and engagement.

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