Journal
RACE ETHNICITY AND EDUCATION
Volume 20, Issue 6, Pages 781-795Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/13613324.2016.1248819
Keywords
Community-based educational spaces; Black youth; neoliberalism; educational policy
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As pathologizing, racialized, and patriarchal rhetoric undergirds neoliberal education reform, deficit narratives characterize the education of Black youth. Such narratives present deep challenges for educational policy and community-based educational spaces. This article explores the ways in which community-based educators resist narratives of damage and struggle in their own personal and professional narratives in order to prevent the cycle of deficit-oriented discourse that follow Black youth through myriad educational spaces. By situating the narratives of community-based educators within a broader policy context shaped by race, class, and gender, this article illustrates the challenges that arise for community-based educators that seek to frame Black youth beyond deficit narratives and who avoid framing themselves as heroes and saviors of Black youth.
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