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Towards a politics of interruption: high school design as politically relevant pedagogy

Towards a politics of interruption: high school design as politically relevant pedagogy The following essay seeks to highlight the use of engaged qualitative community‐based research in education to respond to conditions of structural inequality. As “the politics of interruption”, the process of creating neighborhood public high schools is centred in community accountability. Responsibility in this mode “interrupts” the resurgence of theories of social disorganization, social isolation, social detachment, and culture of poverty used to stereotype working‐class/low income African American and Latino/a communities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Qualititative Studies in Education Taylor & Francis

Towards a politics of interruption: high school design as politically relevant pedagogy

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References (33)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1366-5898
eISSN
0951-8398
DOI
10.1080/09518390701630825
Publisher site
See Article on Publisher Site

Abstract

The following essay seeks to highlight the use of engaged qualitative community‐based research in education to respond to conditions of structural inequality. As “the politics of interruption”, the process of creating neighborhood public high schools is centred in community accountability. Responsibility in this mode “interrupts” the resurgence of theories of social disorganization, social isolation, social detachment, and culture of poverty used to stereotype working‐class/low income African American and Latino/a communities.

Journal

International Journal of Qualititative Studies in EducationTaylor & Francis

Published: Nov 1, 2007

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