To be an African-American student attending a school dominated by working class, urban, minority learners means failure. Working class African-American students are not experiencing education, they are colliding with education. These collisions will continue as long as they are facilitated by the assumptive dominant theories regarding African- American students’ educational experiences. One strategy to constructively disrupt these assumptive theoretical notions buried within current theory is to look to a working class, urban African-American student’s qualitative longitudinal formation of identity as she progresses from student to teacher within the learning process as categorized by Bateson (1972). The understanding gleaned from this autobiographic self can explain the complexity of identity formation for this population, and refute assumptive theory.
Taylor Brandon, LaVada and Didelot, Mary J.
"Being Black in U.S. Urban Schools: No Assumptions,"
Essays in Education: Vol. 8
, Article 2.
Available at: https://openriver.winona.edu/eie/vol8/iss1/2