Writing the Divide: High School Students Crossing Urban-Suburban Contexts

Autor/inn/en	Lopez, Gretchen E.; Nastasi, A. Wendy
Titel	Writing the Divide: High School Students Crossing Urban-Suburban Contexts
Quelle	In: Equity & Excellence in Education, 45 (2012) 1, S.138-158 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2012.643676
Schlagwörter	Urban Schools; Suburban Schools; High School Students; Teaching Methods; Urban Areas; Suburbs; Consciousness Raising; Minority Groups; White Students; Student Attitudes; Surveys; Racial Differences; Experiential Learning; Racial Relations; New York + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Einzugsbereich; Bewusstseinsbildung; Ethnische Minderheit; Schülerverhalten; Survey; Umfrage; Befragung; Rassenunterschied; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Given persisting patterns of racial, ethnic, and class re-segregation, this study considers opportunities that high school-aged youth have to cross these divides. What critical learning might occur? What can educators learn from student reflections toward providing opportunities, experiences, or structures to challenge the status quo? In considering these important questions, we review research literature on youth experience, learning, and reflection through structured opportunities to engage in education and critical thinking across social locations. Program examples, pedagogy, accompanying research, and evaluation are summarized to frame a sustained university-high school collaboration. This collaborative project extends dialogic pedagogy practiced in higher education contexts to engagement with and across urban and suburban schools. We describe a partnership between an Intergroup Dialogue Program at a Northeastern university and two local high schools; one school located in a city school district serving a majority student of color population and the other school located within an outlying suburban district serving a predominantly white student population. This article describes pedagogy and student work from the institute with evaluation focused on students' written responses to open-ended surveys. Three important themes emerged: students' growing awareness of inequalities, reflections on agency, and interest in further engagement. These themes connected with reflections from the high school teachers and university dialogue facilitators who worked with and learned from these youth through the institute. The discussion calls for further research on youth voices and higher education-high school collaboration. (Contains 3 notes and 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10