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Protesting the Mis-education of Pointsville Kids: Reflections of a High School Teacher-turned-Graduate Student by Jill Carter Ford - June 20, 2006Recently, the author had an opportunity to witness her former high school students organize to advocate for a better education. The students, who attend a school that is predominantly African American and Latino, staged a walk-out in support of a teacher when his contract was not renewed. In this commentary, the author reflects on student activism, administrator power, and her own concept of self as a new graduate student. By comparing the students’ experiences here with those that might occur in Canada (based on the new Civic Studies Curriculum in British Columbia), she suggests that more can be done in the U.S. to nurture students’ development as engaged citizens. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Jill Ford
Emory University
E-mail Author
JILL CARTER FORD is a graduate student at Emory University in the Division of Educational Studies. Her research focuses on human rights and citizenship education, particularly as relates to refugee students in the United States and Canada. After graduating from the University of Virginia in 2001, Ford spent three years teaching 10th and 11th grade social studies in Atlanta, Georgia.
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