Faculty Scholar Seminar
Educational Debt Relief: Critical Race Praxis as College Access for African-American and Latino/a Youth
Educational Policy Studies/College of Education
African-American Studies/College of Liberal Arts and Sciences
University of Illinois at Chicago
Tuesday, October 26, 2010 at 2:00pm
Great Cities Institute, Suite 400 CUPPA Hall
412 South Peoria, Chicago, IL 60607
RSVP Appreciated to (312) 996-8700 or firstname.lastname@example.org
Faculty Scholar David Stovall will discuss Educational Debt Relief (EDR) as his attempt to address the "debt" owed to African-American and Latino/a students in urban schools through providing early access to college. Coupled with the legal concept of Critical Race Praxis (a concept developed by legal scholars aimed at pushing researchers to engage and reflect with community members on issues of research, implementation, accountability and practice), the effort takes place in a college-high school bridge classroom at the Lawndale/Little Village School for Social Justice (SOJO). By exploring the history, purpose, methodology, and significance of his research, David will communicate how he seeks to identify the conditions that contributed to the creation of this course while acknowledging the political, social and economic factors that impact college access for students of color.
David Stovall's scholarship investigates the intersection of race, class, and gender in education, youth culture, and school/community relationships. Although his work originates from a sociological perspective, his approach is multi-disciplinary in that it involves historical, legal, anthropological, and philosophical data to inform his qualitative methodological approach. Through the lenz of Critical Race Theory (CRT), David uses the aforementioned disciplines to highlight the underpinnings of education in regards to its relationship to people of color in the urban setting. By examining school-community relationships, the combination of narrative and historical record provide further insight to the development and maintenance of racist policy. To make sense of the numerous intersections and qualitative methodologies, Stovall is involved with youth-centered community organizations in Chicago, New York and the Bay Area. As a current project, he works with the social studies team and team-teaches a social studies class at the Lawndale/Little Village School for Social Justice (SOJO).