Edited By William M. Reynolds
Chapter Eighteen: Reimagining Race: Teaching and Learning in an Urban Southern Elementary School
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).
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,...
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