Black Populations Globally: The Challenges and Promises in Their Educational Experiences

2003 ◽  
Vol 47 (1) ◽  
pp. 1
Author(s):  
Freeman
Keyword(s):  
Educational Experiences ◽  
Black Populations

scholarly journals Experiências educacionais africanas na diáspora e experiências afrodiaspóricas na educação: diálogo de saberes desde as práticas culturais

2021 ◽  
pp. 1-20
Author(s):  
Luan Sodre de Souza ◽  
Marcos Santos ◽  
Valnei Souza Santos
Keyword(s):  
Teaching And Learning ◽  
Educational Experiences ◽  
Methodological Perspective ◽  
Black Populations

In this essay we seek to reflect on black educational experiences in Brazil - particularly in the context of Bahia - observing from a methodological perspective the forms that constitute capoeira, sambas de roda and afro blocks as African civilizing horizons, whose diaspora context has engendered emancipatory educational experiences from pluriversal epistemological dialogues. In this sense, the reflection carried out here brought, as an addition, the emergence of thinking about such pedagogical-educational knowledge and practices deriving from the black populations in Brazil, as an inclusive and diverse path of artistic teaching and learning.

UKRAINIAN UNIVERSITY STUDENTS IN CANADA: CULTURAL CAPITAL AND EDUCATIONAL EXPERIENCES

2017 ◽  
Author(s):  
Max Antony-Newman
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Cultural Capital ◽  
Social Inequality ◽  
Extracurricular Activities ◽  
Social Reproduction ◽  
Educational Experiences ◽  
Pierre Bourdieu ◽  
Structured Interviews ◽  
Print Access

This qualitative research involving semi-structured interviews with Ukrainian university students in Canada helps to understand their educational experience using the concept of cultural capital put forward by Pierre Bourdieu. It was found that Ukrainian students possess high levels of cultural capital, which provides them with advantage in Canada. Specific patterns of social inequality and state-sponsored obstacles to social reproduction lead to particular ways of acquiring cultural capital in Ukraine represented by a more equitable approach to the availability of print, access to extracurricular activities, and popularity of enriched curriculum. Further research on cultural capital in post-socialist countries is also discussed.

Making Youth Matter

2018 ◽  
Vol 11 (2) ◽  
pp. 70-93
Author(s):  
Celeste Hawkins
Keyword(s):  
African American ◽  
African American Students ◽  
African American Male ◽  
Research Study ◽  
Educational Experiences ◽  
Male Students ◽  
African American Male Students ◽  
American Students ◽  
And Gender ◽  
K 12

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.

Confronting Positionality

Journal ◽  
1969 ◽  
Vol 2 (1) ◽  
Author(s):  
Judith Okely
Keyword(s):  
Teaching And Learning ◽  
Educational Experiences ◽  
Embodied Knowledge ◽  
Engaged Learning ◽  
Time And Space ◽  
Subjective Knowledge ◽  
The Individual ◽  
Participant Observer

Drawing on a multiplicity of learning, teaching and educational experiences, I argue that understanding positionality, or the specificity of each individual, triggers necessary unlearning. Confronting hitherto hidden, subjective knowledge may be the means to recognize grounded learning as ethnocentric and time and space specific. The individual may learn positionality through unexpected contrast, especially through anthropology. The anthropologist is the participant observer, analyst and writer - no managerial delegator, but directly engaged. Learning through engaged action, anthropologists unlearn what they have consciously and unconsciously absorbed from infancy. New embodied knowledge is often gained through making mistakes in other unknown contexts, thus fostering unlearning. This article explores the above themes through an autobiographical account of experiences of both teaching and learning.

Unspoken Grammar of Place: Anti-Blackness as a Spatial Imaginary in Education

2021 ◽  
pp. 105268462199276
Author(s):  
DeMarcus A. Jenkins
Keyword(s):  
School Leaders ◽  
School Community ◽  
Holistic Healing ◽  
Music Preferences ◽  
Spatial Logic ◽  
Black Bodies ◽  
Cultural Forms ◽  
Black Populations ◽  
K 12 ◽  
Black Language

This article builds from scholarship on anti-Blackness in education and spatial imaginaries in geography to theorize an anti-Black spatial imaginary as the prevailing spatial logic that has shaped the configuration and character of American social intuitions, including K-12 schools. As a spatial imaginary, anti-Blackness is circulated through discourses, images, and texts that tell a story of Blackness as a problem, non-human, and placeless. Anchored by the assumption that Black populations are spatially illegitimate, the anti-Black spatial imaginary marks Black bodies as undesirable and therefore extractable from spaces and places that have been envisioned for their exclusion. I consider schools as sites spatialized terror where the exhibitions of terror consist of forcing students to observe other Black bodies being forcibly removed from the classroom and school community; constant rejection of Black language, traditions, music preferences, and other cultural forms of expression; the obliteration of Black names and identities. I offer ways that school leaders can unsettle the anti-Black spatial imaginary to transform schools as sites of holistic healing and possibilities.

Expanding the boundaries of learning

2021 ◽  
Vol 102 (8) ◽  
pp. 8-13
Author(s):  
Thomas Hatch
Keyword(s):  
Instructional Practices ◽  
New Hampshire ◽  
Large Scale ◽  
Educational Experiences ◽  
Scale Up ◽  
Project Based Learning

Taking advantage of the possibilities for learning outside of school requires us to build on what we know about why it is so hard to sustain and scale up unconventional educational experiences within conventional schools. To illustrate the opportunities and challenges, Thomas Hatch describes a large-scale approach to project-based learning developed in a camp in New Hampshire and incorporated in a Brooklyn school, a trip-based program in Detroit, and Singapore’s systemic embrace of learning outside school. By understanding the conditions that can sustain alternative instructional practices, educators can find places to challenge the boundaries of schooling and create visions of the possible that exceed current constraints.

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