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Document Type

Article in Response to Controversy

Abstract

Elementary students from a Chicago housing project rise to the occasion and fight for an equal educational opportunity after being faced with shamefully, inadequate conditions at their neighborhood school. Challenged with the prospect of co-creating a curriculum based on their priority concerns, the young people developed an integrated effort to solve this dire problem. Their emergent curriculum not only highlights their fortitude, it is demonstrative of problems faced daily at their school and with school funding in general. Their hard work, hopeful struggle, subsequent attention and recognition, clearly elucidates the ‘savage inequalities’ lived by this group of inner-city African American children.

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