Details

Subject(s)

• African American girls—Education [Browse]
• Urban youth—United States—Social conditions [Browse]
• Resilience (Personality trait)—United States [Browse]
• Critical pedagogy—United States [Browse]

Series

• Counterpoints (New York, N.Y.) v. 279. [More in this series]
• Counterpoints, 1058-1634 ; v. 279

Summary note

Evans-Winters (education and sociology, Illinois Wesleyan U.) explores the questions of how some Black urban girls succeed versus why some are resilient in the face of adversity. She finds the attitudes about education of adults in the lives of Black young women, including those in their families, schools, churches and communities are essential, and that their expectations for success, whether through practical help or at the more theoretical level of co-narration, should become a critical component of urban education. Evans-Winters's three-year ethnography combines theory, practice, and research to provide support for educators of students living in a world where privilege is afforded primarily to those who are white, wealthy, and male.

Bibliographic references

Includes bibliographical references ([177]-185) and index.

Action note

Committed to retain in perpetuity — ReCAP Shared Collection (HUL)

Contents

• Introduction: Where I'm comin' from
• (En)gendering resiliency in urban education
• The construction of social inequality in a Midwestern city
• Introducing the co-narrators
• Resiliency in urban classrooms
• Critical urban pedagogy.

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ISBN

0820471038

LCCN

^^2004001654

OCLC

54279885

RCP

H - S

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