By Adam Howard
How can teachers bridge the distance among their commitments to social justice and their each day perform? this can be the query writer Adam Howard requested as he all started educating at an elite private institution and the query that led him to behavior a six-year research on prosperous education. unusual with the tutorial panorama of privilege and abundance, he all started exploring the burning questions he had as a instructor at the lessons affluent scholars are taught in education approximately their position on the earth, their relationships with others, and who they're.
Grounded in an intensive ethnographic account, Learning Privilege examines the concept that of privilege itself and the cultural and social strategies in education that strengthen and regenerate privilege. Howard explores what educators, scholars and households at elite faculties price such a lot in schooling and the way those values advisor methods of realizing and doing that either create excessive criteria for his or her academic courses and toughen privilege as a collective id. This e-book illustrates the ways in which prosperous scholars build their very own privilege,not, essentially, as what they have, yet, quite, as who they are.
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Extra resources for Learning Privilege: Lessons of Power and Identity in Affluent Schooling
Class distinctions operate in virtually all aspects of American life. Over 30 million people in the United States live in poverty;1 school success remains linked tightly with a student’s social class status; most Americans live in class-segregated communities; and even with all the advances in medicine in recent years, the differences in health and lifespan are widening between the poor and the affluent (Scott & Leonhardt, 2005). Moreover, since the 1970s, the top 1% of households has doubled their share of the national wealth to 40%, while the total net worth of the median American household has fallen.
3 Similarly, Pope’s (2001) study of five students’ perspectives of their educational experiences attending a school located in a wealthy California suburb altogether avoids an examination of privilege. Although her study provides useful insight into the ways students at an affluent high school “do school” in their pursuits of academic success, she makes only a fleeting reference to the affluence of the school and its students. In so doing, she disregards the influence of the students’ school and life advantages on their educational experiences.
These studies provide a penetrating look at the range of identities that students negotiate daily and a more textured composite of school experiences across differences (Proweller, 1999). Many of these scholars offer an important alternative to research on youth that emphasizes the “storm and stress” of identity development (Griffin, 2001) by focusing, instead, on cultural production (particularly the cultural production of youth of color), positioning it within larger societal contexts (Dolby, 2002).