Location
Located right in Center City and at the edge of the high-end Rittenhouse Square neighborhood, Freire Charter School is situated in an area that is not very common for a school that serves mostly low-income students. Along Chestnut and the surrounding streets, there is a lot of development and construction. A luxury apartment is being built right next door to Freire, and the historical Boyd Theater is being converted into a fancy, modern movie theater. Rittenhouse Square already has many plazas and apartments for its wealthy population, and Market Street is lined with banks and businesses with many pedestrians dressed in suits. Freire is a very small school that can be easily missed as it is part of the lower levels of an apartment building.
In consideration of Freire’s location, its students are surrounded by a high degree of privilege and wealth. This prominent reminder of society’s disparities and inequities could serve as either a motivating or demoralizing force for Freire’s students. As the majority of the students attend Freire because they want to attend college or “move up” in life, being surrounded by wealth and success most likely exposes them to opportunity and possibilities in a positive way. Freire seems to present privilege as something that is attainable, and not out of reach, for its students.
In consideration of Freire’s location, its students are surrounded by a high degree of privilege and wealth. This prominent reminder of society’s disparities and inequities could serve as either a motivating or demoralizing force for Freire’s students. As the majority of the students attend Freire because they want to attend college or “move up” in life, being surrounded by wealth and success most likely exposes them to opportunity and possibilities in a positive way. Freire seems to present privilege as something that is attainable, and not out of reach, for its students.
Community perceptions of students
Unfortunately, the community and surrounding businesses appear to have some reservations about Freire’s students. The issues of race and class continue to persistent in society and in the neighborhood of Freire. From firsthand and secondhand accounts, nearby business owners seem to appreciate that so many of the students come to buy snacks and lunch but they still had some reluctance in openly welcoming them completely. This suspicion did not come across as downright racism but more of a cautious, possibly unintentional, microaggression. From media and other sources, the community may have several preconceived images of what inner-city students are like which are not the most positive.
Arguably, storeowners and community members may not hold Freire students in the highest regard more so because they are kids than because of their race and/or class. The teacher interviewed described how some businesses just did not like the students blocking the entranceways. So, even with age comes privilege and greater legitimacy. The students may not cause any trouble when they go out for lunch, but some storeowners still air on the side of caution, whether because they are teenagers, Black, low-income, or combinations of the three. Whether the students are aware of these walls is unclear, but if so, they may feel like unwelcome outsiders of the neighborhood with Freire as an isolated island.
Arguably, storeowners and community members may not hold Freire students in the highest regard more so because they are kids than because of their race and/or class. The teacher interviewed described how some businesses just did not like the students blocking the entranceways. So, even with age comes privilege and greater legitimacy. The students may not cause any trouble when they go out for lunch, but some storeowners still air on the side of caution, whether because they are teenagers, Black, low-income, or combinations of the three. Whether the students are aware of these walls is unclear, but if so, they may feel like unwelcome outsiders of the neighborhood with Freire as an isolated island.
The structure of school
Within the school itself, Freire seems to hold its students to high expectations in academics and discipline. As a charter school, Freire has quite a bit of flexibility to structure its school model and culture. In terms of discipline, the strict no violence policy seeks to create a safe space for its students with a zero tolerance for bullying or harassment. Thoughts as to why such a policy is needed may suggest underlying concerns for the culture and practices that students may bring with them to school.
Many of the students may come from dangerous neighborhoods that are prone to violence, crime, and gang activity, so Freire’s motivations could stem from wanting to keep these tensions out of their school. On the other hand, bullying happens in every school and the need for an environment conducive to productive learning is high. The reasons for Freire’s policy aside, its existence and firm implementation seem to be in response to the societal and community forces that may shape its students outside of school.
For academics, the passing grade is at least 75% instead of 70%, and 30% of a student’s grade is based on effort. Society shapes schools, but schools can also shape society. Schools should not be responsible for fixing all of society’s ills, but it certainly influences what is changed or reproduced in society. By holding its students to a high academic standard that is grounded in both performance and effort, Freire appears to be trying to develop values of hard work and persistence. Success should not be defined just by results but also by the time and effort one puts into getting those results.
Many of the students may come from dangerous neighborhoods that are prone to violence, crime, and gang activity, so Freire’s motivations could stem from wanting to keep these tensions out of their school. On the other hand, bullying happens in every school and the need for an environment conducive to productive learning is high. The reasons for Freire’s policy aside, its existence and firm implementation seem to be in response to the societal and community forces that may shape its students outside of school.
For academics, the passing grade is at least 75% instead of 70%, and 30% of a student’s grade is based on effort. Society shapes schools, but schools can also shape society. Schools should not be responsible for fixing all of society’s ills, but it certainly influences what is changed or reproduced in society. By holding its students to a high academic standard that is grounded in both performance and effort, Freire appears to be trying to develop values of hard work and persistence. Success should not be defined just by results but also by the time and effort one puts into getting those results.
the role of school
With after school academic support centers, Freire wants to ensure that its students succeed. Reflecting on the mission, programs, and policies of a school can suggest a lot about what the school values and wants its students to gain and be prepared for. Freire staff members say that most of their students want to attend college and also “get out of Philadelphia.” The structures that Freire has in place seem to work to prepare its students for these opportunities.
A certain degree of push for social change and resistance against injustice and inequality also appear to motivate the supports that the charter school offers. Freire is aware of the opportunity gap that exists for its students and is working to provide them with a quality education, which in a broader sense can be seen as a move towards reshaping society to be more democratic and just.
A certain degree of push for social change and resistance against injustice and inequality also appear to motivate the supports that the charter school offers. Freire is aware of the opportunity gap that exists for its students and is working to provide them with a quality education, which in a broader sense can be seen as a move towards reshaping society to be more democratic and just.
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