Outstanding: Centering Black Kids’ Enoughness in Civic Education Research

Title: Outstanding: Centering Black Kids’ Enoughness in Civic Education Research
Abstract/Description: In this article we argue that latent and explicit theories of Black insufficiency shape how achievement gaps are defined and assessed in civic education research. We engage the substantive historical and conceptual precedent for rejecting the gap framing. Our call to action demands that radical points of departure are needed to produce loving and valid accounts of Black kids’ civic worlds.
Author/creator: Woodson, Ashley N.; Love, Bettina L.
Date: 2019
In publication: Multicultural Perspectives
Volume: 21
Issue: 2
Pages: 91-96
Resource type: en Background/Context
Medium: en Print
Background/context type: en Conceptual
Open access/free-text available: en No
Peer reviewed: en Yes
ISSN: 1521-0960
DOI: 10.1080/15210960.2019.1606631
URL: Official Publisher's Webpage (Taylor & Francis)
Citation: Woodson, A. N., & Love, B. L. (2019). Outstanding: Centering Black Kids’ Enoughness in Civic Education Research. Multicultural Perspectives, 21(2), 91–96. https://doi.org/10.1080/15210960.2019.1606631
Cited in: The Theory and Practice of Democracy and Community
Resource status/form: en Published Text
Scholarship genre: en Theoretical

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