The Lower Price Hill Community School: Strategies for Social Change from an Appalachian Street Academy.

Autor/inn/en	Obermiller, Phillip J.; und weitere
Titel	The Lower Price Hill Community School: Strategies for Social Change from an Appalachian Street Academy.
Quelle	(1987), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Basic Skills; Change Strategies; Community Action; Community Change; Community Involvement; Community Schools; Community Services; Community Support; Dropouts; High School Equivalency Programs; Low Income Groups; Private Schools; Rural Population; Rural to Urban Migration; Rural Urban Differences; Rural Youth; School Community Relationship; Secondary Education; Social Change; Urban Education; Urban Environment; Urban Schools; Ohio (Cincinnati) + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Lösungsstrategie; Community school; ; Gemeindeschule; Gemeinschaftsschule; Gemeindenahe Versorgung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Private school; Privatschule; Landbevölkerung; Landflucht; Stadt-Land-Beziehung; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Sekundarbereich; Sozialer Wandel; Stadtteilbezogenes Lernen; Stadtökologie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This paper describes the Lower Price Hill Community School, located in a low-income neighborhood in Cincinnati, Ohio, suggesting that the school's history and operation offer practical steps for improving education for Appalachian people. Conditions faced by urban Appalachians, many of whom migrated to cities following World War II are described and it is argued that urban Appalachians have been poorly served by public schools, where they face ethnic and class discrimination. Lower Price Hill, a heavily Appalachian neighborhood of 2,155 residents, has had one of the highest dropout rates in Cincinnati. Concerned about their education problems, area residents in 1972 formed the community school, housing it in a church basement. Originally staffed by volunteers, classes were voluntary, with a homelike atmosphere. Today, the one-room school covers the top floor of a former parochial school building and offers some 250 students high school equivalency (GED) courses, basic literacy, or a two-year college program. Students are low-income, but intelligent and highly motivated, with a sense of control that reinforces their ideas of community power and autonomy. The school also serves a social function as an informal drop-in center and a site for community meals. It also is seen as an agent for social change, cooperating with advocacy organizations to win reform in the state's GED procedures. The school challenges many ideas held by public school officials, and constitutes a radical experiment for urban Appalachians. A reference list is included. (TES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC