Reclaiming Civic Life in Schools: Lessons on Contesting Anti-Black Adultism through Acts of Solidarity
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| Title: | Reclaiming Civic Life in Schools: Lessons on Contesting Anti-Black Adultism through Acts of Solidarity |
|---|---|
| Language: | English |
| Authors: | Ryan Oto, Amina Smaller |
| Source: | Taboo: The Journal of Culture and Education. 2024 22(1):194-213. |
| Availability: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Civics, Racism, Adults, Power Structure, Resistance (Psychology), Group Unity, Social Justice, Personal Narratives, Educational Practices, Childrens Rights, Student Rights, Youth, Student Projects, Trust (Psychology), Maturity (Individuals), Participatory Research, Action Research |
| ISSN: | 1080-5400 2164-7399 |
| Abstract: | In this article, we illustrate and address how anti-Blackness and adultism work together in an interlocking form of oppression we call anti-Black adultism. Situated in Amina's (youth author) lived experiences of school, we offer counter-stories that show the ways that educators employed anti-Black adultism to render Amina's civic life incompatible with the academic learning of school and imposed adult-framings of academic success on her as a way to control her in school. We then detail our shared experiences in an affinity group space and youth research project to offer the ways that anti-Black adultism can be disrupted through acts of solidarity. We conclude with lessons for adults to trouble anti-Black adultism to sustain intergenerational work toward racial justice in schools. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445479 |
| Database: | ERIC |
| Abstract: | In this article, we illustrate and address how anti-Blackness and adultism work together in an interlocking form of oppression we call anti-Black adultism. Situated in Amina's (youth author) lived experiences of school, we offer counter-stories that show the ways that educators employed anti-Black adultism to render Amina's civic life incompatible with the academic learning of school and imposed adult-framings of academic success on her as a way to control her in school. We then detail our shared experiences in an affinity group space and youth research project to offer the ways that anti-Black adultism can be disrupted through acts of solidarity. We conclude with lessons for adults to trouble anti-Black adultism to sustain intergenerational work toward racial justice in schools. |
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| ISSN: | 1080-5400 2164-7399 |
