Emerging Concerns
As I come closer to beginning my classroom fieldwork, I remain uncertain about the class dynamics between the students and the neighborhood. Freire is situated in one of the most affluent neighborhoods in the city. Yet, an overwhelming majority of the students live in poverty. I wonder how this affects students’ understanding of themselves. As the walk to school and pass million dollar brownstones and towering skyscrapers, does this reinforce the lack of power associated with lower socioeconomic status? Further, when students see the public works projects (i.e., the River Walk, Rittenhouse Square), will they think to themselves, “why doesn’t my neighborhood have things like this?” “Am I unworthy of such public assets?” It could be the case that my concerns are unfounded and that my students will not given a second thought to such dynamics—time will tell, I suppose.
Understanding “Urban Youth”
A few years ago, I may have stated that I would approach urban youth the same way I would approach any other youth. Over the course this summer, however, I understand that this mentality suggests color/class blindness. On the other hand, however, if we treat “urban youth” differently, then we risk engaging in the horrible act of otherization. I struggle with balancing these opposing and unfortunate dynamics—how do I acknowledge our differences without engaging “me versus them” situation? This becomes especially complex when (perhaps if) students find out that I live in the neighborhood, albeit in a cramped 1 bedroom apartment I share with a roommate. But this could also work to our advantage. As a resident of the neighborhood, perhaps I can play a unique role in making my students feel welcomed, as well as integrate them into the neighborhood. It is extremely important, I believe, that all students have personal connection to the neighborhood in which they attend school.
The Road Ahead
Moving forward, I hope to learn more about the Philadelphia School District in particular. This summer we talked at length about the relationship between school, society, and self. I look forward to seeing how these relationships play out within the context of Philadelphia. For example, when it comes to the issue of school choice, I want to hear the opinions of practitioners within the system. The budget issues that encumber the Philadelphia School District often make national headlines, I wonder how this particularized difficulty within Philadelphia shapes opinions about charter schools. To what extent, exactly do charter schools deplete already limited resources? Do the results justify the cost? These are questions I hope to better answer throughout the coming school year.
As I come closer to beginning my classroom fieldwork, I remain uncertain about the class dynamics between the students and the neighborhood. Freire is situated in one of the most affluent neighborhoods in the city. Yet, an overwhelming majority of the students live in poverty. I wonder how this affects students’ understanding of themselves. As the walk to school and pass million dollar brownstones and towering skyscrapers, does this reinforce the lack of power associated with lower socioeconomic status? Further, when students see the public works projects (i.e., the River Walk, Rittenhouse Square), will they think to themselves, “why doesn’t my neighborhood have things like this?” “Am I unworthy of such public assets?” It could be the case that my concerns are unfounded and that my students will not given a second thought to such dynamics—time will tell, I suppose.
Understanding “Urban Youth”
A few years ago, I may have stated that I would approach urban youth the same way I would approach any other youth. Over the course this summer, however, I understand that this mentality suggests color/class blindness. On the other hand, however, if we treat “urban youth” differently, then we risk engaging in the horrible act of otherization. I struggle with balancing these opposing and unfortunate dynamics—how do I acknowledge our differences without engaging “me versus them” situation? This becomes especially complex when (perhaps if) students find out that I live in the neighborhood, albeit in a cramped 1 bedroom apartment I share with a roommate. But this could also work to our advantage. As a resident of the neighborhood, perhaps I can play a unique role in making my students feel welcomed, as well as integrate them into the neighborhood. It is extremely important, I believe, that all students have personal connection to the neighborhood in which they attend school.
The Road Ahead
Moving forward, I hope to learn more about the Philadelphia School District in particular. This summer we talked at length about the relationship between school, society, and self. I look forward to seeing how these relationships play out within the context of Philadelphia. For example, when it comes to the issue of school choice, I want to hear the opinions of practitioners within the system. The budget issues that encumber the Philadelphia School District often make national headlines, I wonder how this particularized difficulty within Philadelphia shapes opinions about charter schools. To what extent, exactly do charter schools deplete already limited resources? Do the results justify the cost? These are questions I hope to better answer throughout the coming school year.
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