We who believe in freedom: Freedom Schools as a critical context for the positive, sociopolitical development of Black youth
We who believe in freedom: Freedom Schools as a critical context for the positive, sociopolitical development of Black youth
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我们相信自由：自由学校是黑人青年积极的社会政治发展的关键背景
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Amanda Colby
中科院分区：
文献类型：
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作者：
Natalie R. Davis;Aixa D. Marchand;Stephanie Moore;D. Greene;Amanda Colby
由于传统学校的缺点，创新的补充（如校外，夏季）计划已被确定为黑人青年积极发展和学习的重要场所。这项研究突出了黑人青年的观点，以提供额外的洞察补充方案的作用。从15个半结构化的，前后采访黑人青年参加为期六周的夏季CDF自由学校计划，我们分析了年轻人的经验之间的核心区别在该计划中，并在他们的传统学校。黑人青年证明了该计划如何扩大机会，让他们表达自己，建立社区，从事批判性的结构分析，并想象超越目前的限制社会政治的可能性。最后，我们讨论的影响，着眼于进一步指定类型的教育背景，需要抵消传统学校教育的有害方面，并培养倾向于更公正的未来。
ABSTRACT Due to the shortcomings of traditional schools, innovative supplementary (e.g. out-of-school, summer) programs have been identified as important sites for the positive development and learning of Black youth. This study foregrounds Black youth perspectives to offer additional insight into the role of supplementary programming. Drawing from 15 semi-structured, pre-post interviews with Black youth participating in a six-week summer CDF Freedom Schools program, we analyzed core distinctions drawn between youths’ experiences in the program and in their traditional schools. Black youth attested to how the program expanded opportunities for them to express themselves, build community, engage in critical structural analyses, and imagine sociopolitical possibilities beyond the constraints of the present. We conclude with a discussion of implications, with an eye toward further specifying the types of educational contexts required to counteract detrimental aspects of traditional schooling and cultivate dispositions toward more just futures.