Ghettos are a social evil. They are social atrocities maintained by inexcusable racist laws and practices, structures of class domination, and institutionalized political marginalization. After "Brown v. The Board of Education," educational reformers have increasingly (mis)framed the problem of "ghetto schools" as a failure to…

Based on analysis of interviews conducted during 2008-2009 in Oakland, California, this article examines how narratives of inner-city youth reinforce and destabilize mainstream conceptions of "ghetto." The article demonstrates that inner-city youth discourses regarding "ghetto" spaces, subjects and schools often exemplify a…

Drawing on the work on "scholarship boys" (Carrillo, 2010; Hoggart, 1957/2006; Rodriguez, 1982), this qualitative study explores the schooling trajectories of working-class, Mexican-origin "ghetto nerds" (Diaz, 2007) in order to introduce Mestiz@ Theory of Intelligences (MTI). For the purpose of this study, "ghetto…

America is failing its young Black boys. In metropolitan ghettos, rural villages and midsized townships across the country, schools have become holding tanks for populations of Black boys who have a statistically higher probability of walking the corridors of prison than the halls of college. Across America, the problem of Black male achievement…

Educational technology offers apparently unlimited promises to furnish instructional tools that will enable educators to capitalize, in ghetto schools, on the findings of research on the learning process. The successful use of this technology demands a cooperative approach to curriculum development, a retraining of school personnel, and a plan of…

The general theme of the institute was to innovate learning environments through counseling activities, thus assisting inner city youth in reaching their potential. Staff and consultants, weaknesses of the institute, and observations and recommendations are included. (CG)

Designed to provide an introduction to primary data on ghetto economics, this comprehensive study is, in effect, a do-it-yourself guide to understanding economic realities. Professor Bell notes that it is impossible for one book to deal with hundreds of communities where ghettos might exist: she uses illustrative material about three cities in the…

Shows how the advantages of ghetto living may be used in teaching communication and composition. (DD)

Address given on the 50th Anniversary of the Boston University School of Education, May 4, 1968.

Delivered as a speech to the Eastern Division MENC Meeting (Washington, D. C., February 3, 1969).

The recognition of some difficulties in ghetto education does not mean that efforts are not being made to improve schools or that all teachers are ineffectual or that all students are unreceptive. But many variables can affect ghetto education and of prime significance is the teacher student relationship. (Author)

This article stresses need for school community discussion groups as an alternative to violence, particularly in ghetto areas. This concept demands vulnerability of each participant in order to be in full communication with others in the group. (CJ)

Historically, schools serving impoverished families trapped in America's urban "ghettos" have been resistant to community participation. Enhanced participation is critically needed, however, if long-term urban school-reform projects and efforts to develop more empowering, community-supporting forms of pedagogy are to succeed. This article examines…

Experiences at a junior high school in the ghetto are recounted by a former teacher there to illustrate how the principalship became the focus of a highly personalized power system. (GW)