Show Less
Restricted access

Critical Studies of Southern Place

A Reader


Edited By 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.
Show Summary Details
Restricted access

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



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


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).

Though growing, the research on cities situated in the southern United States is still limited (Morris & Monroe, 2009). This calls into question the ways in which educational researchers address issues of curriculum and pedagogy in connection with race, blackness, and urbanism. Morris and Monroe (2009) point out the unique historical context of urban spaces such as New Orleans, Jackson, Montgomery, Birmingham, Atlanta,...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.