TY - JOUR
T1 - Shadows, mentors, and surrogate fathers
T2 - Effective schooling as critical pedagogy for inner-city boys
AU - Dance, L. Janelle
PY - 2001
Y1 - 2001
N2 - This article features a supplemen tal school program designed to promote positive educational outcomes and improved life chances for boys of African American descent who reside in inner-city communities within the Boston metropolitan area. This program, the Paul Robeson Institute for Positive Self-Development, is not a public school but is a school-based environment sensitive to the unique needs of students who are young, black males as they progress from third grade through junior high school and into young adulthood. An analysis of the way in which this institute supplements the Boston Public School System provides valuable examples of effective schooling practices and interactions that are in short supply in the Boston Public School System. These are the types of interactions that boys from inner-city communities need to thrive in any school setting. The dominant practices of the institute exemplify critical pedagogy and include an elaborate mentoring process, responsible manhood rituals, opportunities for learning, and calling the bluff on “hard,” or gangster-like postures. This analysis of the institute is the culmination of almost four years of ethnographic research involving field observations, interviews, group discussions, journals, surveys, follow-up research, and interactions with students.
AB - This article features a supplemen tal school program designed to promote positive educational outcomes and improved life chances for boys of African American descent who reside in inner-city communities within the Boston metropolitan area. This program, the Paul Robeson Institute for Positive Self-Development, is not a public school but is a school-based environment sensitive to the unique needs of students who are young, black males as they progress from third grade through junior high school and into young adulthood. An analysis of the way in which this institute supplements the Boston Public School System provides valuable examples of effective schooling practices and interactions that are in short supply in the Boston Public School System. These are the types of interactions that boys from inner-city communities need to thrive in any school setting. The dominant practices of the institute exemplify critical pedagogy and include an elaborate mentoring process, responsible manhood rituals, opportunities for learning, and calling the bluff on “hard,” or gangster-like postures. This analysis of the institute is the culmination of almost four years of ethnographic research involving field observations, interviews, group discussions, journals, surveys, follow-up research, and interactions with students.
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U2 - 10.1080/00380237.2001.10571210
DO - 10.1080/00380237.2001.10571210
M3 - Article
AN - SCOPUS:84937337456
SN - 0038-0237
VL - 34
SP - 399
EP - 415
JO - Sociological Focus
JF - Sociological Focus
IS - 4
ER -