We Who Believe in Freedom: "Freedom Schools" as a Critical Context for the Positive, Sociopolitical Development of Black Youth

Autor/inn/en	Davis, Natalie R.; Marchand, Aixa D.; Moore, Stephanie S.; Greene, Dana; Colby, Amanda
Titel	We Who Believe in Freedom: "Freedom Schools" as a Critical Context for the Positive, Sociopolitical Development of Black Youth
Quelle	In: Race, Ethnicity and Education, 26 (2023) 1, S.34-53 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Natalie R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2021.1969901
Schlagwörter	African American Education; Summer Programs; After School Programs; Supplementary Education; African American Students; Student Experience; Educational Benefits; Culturally Relevant Education; Student Development; Social Development; Nontraditional Education; Sense of Community; Experiential Learning; Racism + Suchen Sie Ihr Suchwort? Sommerkurs; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Ergänzungsunterricht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studienerfahrung; Bildungsertrag; Soziale Entwicklung; Non-traditional education; Alternative Erziehung; Experiental learning; Erfahrungsorientiertes Lernen; Rassismus
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01