'Can We Call This Racism?' Flint Students Respond to the Water Crisis
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| Title: | 'Can We Call This Racism?' Flint Students Respond to the Water Crisis |
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| Language: | English |
| Authors: | Stewart, Kristian D., Burke, Christopher, Askari, Emilia |
| Source: | AERA Online Paper Repository. 2018. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2018 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Water Pollution, Racial Bias, Social Justice, College Students, Minority Groups, Poverty, Teacher Role, Researchers, Role, Poetry, Economic Factors |
| Geographic Terms: | Michigan |
| Abstract: | This paper reflects our experience working with a 2016 Environmental Justice class in an early college in Flint, Michigan. We explore the complexity of engaging with students about issues of racism and racial stereotyping in response to their experiences living through the "water crisis" in Flint. In this paper, we question our role as researchers and educators from outside the community and identify a tension that we experienced between cultivating students' conscientização (Freire, 1970) and supporting the students as they construct their own narratives about themselves and their community. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository |
| Accession Number: | ED593046 |
| Database: | ERIC |
| Abstract: | This paper reflects our experience working with a 2016 Environmental Justice class in an early college in Flint, Michigan. We explore the complexity of engaging with students about issues of racism and racial stereotyping in response to their experiences living through the "water crisis" in Flint. In this paper, we question our role as researchers and educators from outside the community and identify a tension that we experienced between cultivating students' conscientização (Freire, 1970) and supporting the students as they construct their own narratives about themselves and their community. |
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