A Matter of Friendship: Educational Interventions into Culture and Poverty

Autor/in	Shuffelton, Amy B.
Titel	A Matter of Friendship: Educational Interventions into Culture and Poverty
Quelle	In: Educational Theory, 63 (2013) 3, S.299-316 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12025
Schlagwörter	Intervention; Poverty; Social Justice; Power Structure; Program Descriptions; Social Class; Child Rearing; Social Differences; Educational Theories; Cultural Capital; Cultural Awareness; Philosophy; Citizenship Education; Democracy + Suchen Sie Ihr Suchwort? Armut; Soziale Gerechtigkeit; Social classes; Soziale Klasse; Kindererziehung; Sozialer Unterschied; Educational theory; Theory of education; Bildungstheorie; Cultural identity; Kulturelle Identität; Philosophie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie
Abstract	Contemporary educational reformers have claimed that research on social class differences in child raising justifies programs that aim to lift children out of poverty by means of cultural interventions. Focusing on the Knowledge Is Power Program (KIPP), Ruby Payne's "aha! Process," and the Harlem Children's Zone as examples, Amy Shuffelton argues that such programs, besides overstepping the social science research, are ethically illegitimate insofar as they undermine the equitable development of civic agency. Shuffelton invokes Aristotelian civic friendship, particularly as interpreted by Danielle Allen and Sibyl Schwarzenbach, as key to a politics that avoids relations of domination and subordination. She concludes that social justice requires that educators involved with culturally interventionist programs recognize the workings of power within schooling and society, that they accept the limits of their own perspectives, and that they remain open to what is of value in child-raising practices other than those associated with the contemporary middle class. (Contains 51 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10