Review of For White folks who teach in the Hood... and the rest of y'all too: Reality pedagogy and urban education

Alison S. Marzocchi, Benikia Kressler

Full Text:

PDF
Cover Image

References


Barnard Center for Research on Women. (2014). Ta-Nehisi Coates: Black boy interrupted: American plunder and the incomplete life of Jordan Davis. Retrieved from https://www.youtube.com/watch?v=XZRHoSySqIM

Delpit, L. D. (1993). The silenced dialogue: Power and pedagogy in educating other people's children. In L. Weis & M. Fine (Eds.), Beyond Silenced Voices Class, Race, and Gender in United States Schools (pp. 119-139). Albany: State University of New York Press.

Democracy Now. (2016). Dakota access pipeline. Retrieved from http://www.democracynow.org/topics/dakota_access

Emdin, C. (2016). For White folks who teach in the Hood... and the rest of y'all too: Reality pedagogy and urban education. Boston, MA: Beacon Press.

Hayes, K. (2016, Oct. 29). Remember this when you talk about standing rock. Retrieved from http://www.yesmagazine.org/how-to-talk-about-standing-rock-20161028

National Public Radio. (2016). Police evict Dakota pipeline protesters. Retrieved from http://www.npr.org/sections/thetwo-way/2016/10/27/499614734/police-reportedly-arrest-dakota-pipeline-protesters

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.




DOI: http://dx.doi.org/10.14507/er.v24.2155

Objects reviewed in this article

##plugins.generic.objectsForReview.public.coverPage.altText##

For white folks who teach in the hood...and the rest of y'all too: Reality pedagogy and urban education

Author: Christopher Emdin
Abstract: Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color and merging his experiences with more than a decade of teaching and researching in urban America, award-winning educator Christopher Emdin offers a new lens on an approach to teaching and learning in urban schools. He begins by taking to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning.

Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven C’s” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.

Lively, accessible, and revelatory, For White Folks Who Teach in the Hood...and the Rest of Y’all Too is the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better.
Publisher:
key words:


Education Review / Reseñas Educativas

A multi-lingual journal of book reviews

ISSN: 1094-5296