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Critical Studies of Southern Place

A Reader

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William M. Reynolds

Critical Studies of Southern Place: A Reader critically investigates and informs the construction of Southernness, Southern identity, and the South past and present. It promotes and expands the notion of a Southern epistemology. Authors from across the South write about such diverse topics as Southern working-class culture; LGBT issues in the South; Southern music; Southern reality television; race and ethnicity in the South; religion in the South; sports in the South; and Southernness. How do these multiple interpretations of popular culture within critical conceptualizations of place enhance our understandings of education? Critical Studies of Southern Place investigates the connections between the critical examination of place-specific culture and its multiple connections with education and pedagogy. This important book fills a significant gap in the scholarly work on the ramifications of place. Readers will be able to center the importance of place in their own scholarship and cultural work as well as be able to think deeply about how Southern place affects us all.
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Chapter Eighteen: Reimagining Race: Teaching and Learning in an Urban Southern Elementary School

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EIGHTEEN

Reimagining Race: Teaching and Learning in an Urban Southern Elementary School

THEODOREA REGINA BERRY

Research concerning urban school education and black students has been an ongoing endeavor in such cities as New York (Ebanks, Toldson, Richards, & Lemmons, 2012; Kemple, Segeritz, & Stephenson, 2013), Detroit (Gulosino & Lubienski, 2011; Pedroni, 2011), Chicago (Davila & de Bradley, 2010; Diamond, 2012), and Los Angeles (Cruz, 2012; Davis, 2012; Griffin, Allen, Kimura-Walsh, & Yamamura, 2007). Much of this research has addressed the connections between minority student communities and academic performance. In essence, in many ways scholars have grappled with what students should know and be able to do as a result of their classroom experiences. Curriculum, what students should know, must be viewed as multidiscursive in its understanding: auto/biographically, historically, theologically, racially, politically, aesthetically (Pinar, 2012). Such understandings have expanded curriculum through experiences past, present, and future, in terms of what we know, what we need to know, and who determines what we need to know. Curriculum, from a reconceptualist stance, asks what knowledge is worth knowing (Schubert, 1985).

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