Reauthoring Savage Inequalities

Lori D. Patton is Professor of Higher Education and Student Affairs and Chair for the Department of Educational Studies at The Ohio State University. Ishwanzya D. Rivers is Assistant Professor in the Department of Educational Leadership, Evaluation, and Organizational Development at the University of Louisville. Raquel L. Farmer-Hinton is Associate Professor in the Department of Educational Policy and Community Studies at the University of Wisconsin-Milwaukee. Joi D. Lewis is the Founder and Chief Executive Officer of Joi Unlimited and the Founder and President of Healing Justice Foundation.

• ForewordWilliam T. TrentIntroductionLori D. Patton, Ishwanzya D. Rivers, Raquel L. Farmer-Hinton, and Joi D. LewisPart 1. Resilience, Wholeness, and Thriving in Urban Schools (Self) 1. Peering Back in a Press Forward: Critiques of Educational Equality that Protect White InnocenceChayla Haynes2. Displaced Equalities: Exploring the Impact of Place on Urban StudentsJada Renee Koushik3. Persisting through Life as a Result of My Urban Education: The Making of a Black Male ProfessorOmari JacksonGuest Commentary and Reflection: We Know Best What Tools and Resources Will Sustain UsDorinda J. Carter AndrewsPart 2. The Urban Community as Educator (Community) 4. Chicago's Other ChildrenMirelsie Velazquez5. Far from Savage: (Re)Turning to My Village and Revealing the "Two Worlds of Washington" Steve D. Mobley Jr. 6. A Third-World City: An Autoethnography on Growing Up in Detroit, Michigan, and Becoming a TeacherAmber C. BryantGuest Commentary and Reflection: The Complexity and Nuances of Origin StoriesMarvin LynnPart 3. Centering Students in Teaching and Learning (Students) 7. "People Don't Really Know Camden High": Student Perspectives on their Negatively Viewed High SchoolKeith Benson with help from Deliyah Whetstone, Tina Q. Baker, Merv Ragsdale, T'emon'et Elliot, Joel Tarte, Dwyane Cooke, Naima Battie, Ajianna Bailey, Joselyn Chevere, Rasheed Pollard, Ijshanna Martin, and Brene' Troutman8. No Excuses: Believing and AchievingJane Bean-Folkes, Susan Browne, and Chanelle Rose9. Avenues to Organic Engagement: One Counselor-Educator's Experiences Working with Community Agencies to Promote Educational Success in an Urban CommunityAhmad R. WashingtonGuest Commentary and Reflection: There's More to the Story: Counter-Narrating Urban Failure and SuccessNoelle W. ArnoldPart 4. Reflections on Educator and Institutional Influences (Educators) 10. Fictive Kin as Driving Forces for Academic Success in Detroit: Black Women's Narratives on Successfully Navigating through CollegeDiane Fuselier-Thompson, Ezella McPherson, and Carly Braxton11. "Old School" Urban Education: How Friends, Families, Communities, and Teachers Support Success in Early ChildhoodTheresa J. Canada12. "I Have Seen the Mountaintop": Intersectionality and the Auto-ethnography of a Mediocre Student at a Gifted SchoolHeather Moore Roberson13. Dispelling the Myth of Despair and Hopelessness: How Ethical Leadership Creates a Counter-Narrative to Kozol's Leadership CaricatureLonnie R. Morris Jr. and Maceo A. Cooper-JenkinsGuest Commentary and Reflection: Same Place, Different RaceH. Rich Milner IVPart 5. Renarrativizing "Home" (Place) 14. And Still We Made It: Counter-Narratives of Success, Educational Attainment, and Opportunity in AtlantaBrittany M. Williams and Lyntoria Newton15. In Search of Oz: Culture, Education, and Counter-Narratives of Inequity in Southern Colored SchoolsToby S. Jenkins16. Bringing the Love Back Home: An Ode to the Wiz and Growing Up in East St. LouisJodi L. Jordan, Deborah J. Patton, and Lori D. PattonGuest Commentary and Reflection: Emerald City, Oz, and Savage Inequalities in Education: Centering the Ruby SlippersTheodorea BerryPart 6. Sunday Dinners with Love 17. The Meaning of Sunday DinnersRaquel L. Farmer-Hinton18. East St Louis: Where Our Black Lives Always MatteredDallas Jewell Watson and Joi D. Lewis19. We Were Always a Community: Cooking, Eating, and Living in the John DeShields Housing ProjectIshwanzya D. RiversGuest Commentary and Reflection: "You Can't Keep Telling Us What We Already Know": A Fugitive End to Educational Narratives of TragedyDavid StovallAfterwordTara J. YossoContributorsIndex

"Reauthoring Savage Inequalities is groundbreaking, timely, and exquisite. It is both a response to Kozol's scholarship and a call to do research differently. In Savage Inequalities, Kozol exposes a particular deficit-driven narrative that plagues urban education. It depicts hopelessness and victimization. But what happens when insiders shape our understanding of education, oppression, and liberation? A fuller, richer, more complicated rendering begins to emerge. This edited volume draws us away from the narrow gaze of white interlocutors and exposes the fragility of scholarship saturated with whiteness and Eurocentricity. Reauthoring Savage Inequalities is what research becomes when you don't merely study the community but serves its people. When you are them and they are you. This kind of kinship leads us to grander validity and deeper answers—not merely in our findings related to urban education but in our work as human beings." — Vajra M. Watson, author of Transformative Schooling: Towards Racial Equity in Education