Young black males: resilience and the use of capital to transform school ‘failure’

This article addresses the idea of ‘failure’ of young black males with respect to schooling. Perceptions of black masculinity are often linked to ‘underperformance’ in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school ‘failure’. It explores how young black men, despite negative school experiences, see possibilities for their future and how they seek to transform school ‘failure’ into personal and educational ‘success’. Low attainment combined with permanent/temporary exclusion from school does not necessarily deter young black men from pursuing their education. This low attainment is used by some to make a renewed attempt at educational progression in a different post-school learning environment. Yosso’s concept of ‘community cultural wealth’ provides an understanding of how different forms of capital are accessed by young black men to form a ‘turnaround narrative’. This article considers the complex ways in which young black males work to transform their negative school experience. Their narratives reveal a determination to succeed and the ways in which cultivation of this determination by the family, organisational/community agents promotes a sense of possibility. However, it remains to be seen how, in the UK, the cuts to vital local services and support will impact on this sense of possibility.     

Room 13: The Movement and International Network

Room 13 is a global uprising of creative and entrepreneurial children who are responsible for a growing international network of student‐organised art studios. Each Room 13 studio facilitates the work of young artists alongside a professional adult artist in residence, providing an exchange of ideas, skills and experience across the ages. The result is an ongoing collaboration between adults and young people and a thriving culture of philosophical enquiry driven by a motivation to think and to learn. My own experience with Room 13 spans from that of the student, to adult artist and practitioner. Working under the direction of subsequent student‐management teams, I have been fortunate to be involved in the process by which Room 13 has gone on to establish an international network of student‐run art studios, serving an expanding global community of young artists. The emerging global movement surrounding these studios calls for a serious revaluation of what art is – and who is qualified to make it. Room 13 not only augments the case for the work of young artists, but presents a challenge to the current systems for art education. As the quality of formal arts education is eroded by a universal need to standardise educational experiences, the training that Room 13 provides motivates individuals and develops their creativity in a way that outstrips anything that schools, or even art colleges, can currently offer.     

Achieving Latina students: Aspirational counterstories and critical reflections on parental community cultural wealth

In this study, six Latina students shared perceptions of their parental influence on their educational aspirations. CRT, LatCrit, and community cultural wealth provide the tripartite framework for analyzing issues of race, class, gender, language, culture, and immigration by examining their roles in society through counterstories. Learning in an after-school program about educational advancement, these participants navigated against deficit ideology. Messages of aspirational hope, navigational inspiration, Spanish language guidance, familial kinship, social networking, and resistant intelligence enabled these students to build a foundation of personal emancipation to disrupt the systemic sociopolitical and sociocultural nature of oppression.     

脱贫攻坚启示下高校资助工作提升路径探索

近年来,我国脱贫攻坚成就显著,形成了中国特色的脱贫智慧,其中高校资助是教育扶贫的重要手段,脱贫攻坚的成功经验对开展资助工作有重要的指导与借鉴意义。从脱贫攻坚队伍建设、精准理念、扶志立志入手,结合目前资助工作短板展开分析,提出实施高校资助工作队伍“三提升”、聚焦精准资助“三精准”、构建立志教育长效体系等,以期推动高校资助工作进一步提质增效,充分发挥资助育人长效作用,助力巩固脱贫攻坚成果。