Gentrimigration: Two Tales, One City's Story of a Changed Community
Developing Knowledge Communities through Partnerships for Literacy
ISBN: 978-1-83982-267-4, eISBN: 978-1-83982-266-7
Publication date: 20 September 2021
Abstract
Written as a parallel story, this article explores two teachers' perceptions of their peers' responses or attitudes toward students at various points during the defined period of demographic shift from the perspective of two Black female employees at the largest high school in Hope City District, Hope High School. As the community became more ethnically, socioeconomically, and linguistically diverse, the school climate began to change. So did teachers' attitudes. The purpose of this second article is to explore how shifting racial, socioeconomic, and linguistic demographics impact teachers' perceptions of students' achievement and students’ ability in a suburban context. This narrative inquiry examines the narrative resonances across the parallel stories of two teachers of color who worked through a demographic shift on a suburban campus. Their perceptions of White teachers' attitudes toward non-White students, as well as the echoes of their own stories of experience, are presented to promote discourse on future narrative inquiries concerning stories to live and leave by (Connelly & Clandinin, 1999; Craig, 2015).
Keywords
Citation
Gale, T. (2021), "Gentrimigration: Two Tales, One City's Story of a Changed Community", Auzenne-Curl, C.T. and Craig, C.J. (Ed.) Developing Knowledge Communities through Partnerships for Literacy (Advances in Research on Teaching, Vol. 37), Emerald Publishing Limited, Leeds, pp. 171-191. https://doi.org/10.1108/S1479-368720210000037011
Publisher
:Emerald Publishing Limited
Copyright © 2021 by Emerald Publishing Limited