Sites of Liberation or Sites of Despair?: The Challenges and Possibilities of Democratic Education in an Urban Public School in New York City.
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| Title: | Sites of Liberation or Sites of Despair?: The Challenges and Possibilities of Democratic Education in an Urban Public School in New York City. |
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| Authors: | Hantzopoulos, Maria1 mahantzopoulos@vassar.edu |
| Source: | Anthropology & Education Quarterly. Dec2015, Vol. 46 Issue 4, p345-362. 18p. |
| Subject Terms: | *Citizenship education, *Public schools, *Urban education, Social justice, United States education system |
| Geographic Terms: | New York (N.Y.) |
| Abstract: | This article considers the possibilities of critical democratic education through the lived experiences of students at an urban U. S. public school. I show how students shape their own educational trajectories amid larger meta-narratives about schooling to illuminate the complexities and paradoxes of democratic schools. I argue that democratic schools are neither sites of transformation nor sites of despair, but rather sites where agency is negotiated, contested, and remade, often in unexpected, unassuming, and contradictory ways. [ABSTRACT FROM AUTHOR] |
| Copyright of Anthropology & Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article considers the possibilities of critical democratic education through the lived experiences of students at an urban U. S. public school. I show how students shape their own educational trajectories amid larger meta-narratives about schooling to illuminate the complexities and paradoxes of democratic schools. I argue that democratic schools are neither sites of transformation nor sites of despair, but rather sites where agency is negotiated, contested, and remade, often in unexpected, unassuming, and contradictory ways. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01617761 |
| DOI: | 10.1111/aeq.12115 |
