Hood academics and the strength of street knowledge: The role of educators and practitioners from marginalized backgrounds in nonprofit education

Abstract

ABSTRACT Access to higher education has allowed a new generation of academics and practitioners to emerge from low-income, marginalized, and racialized backgrounds. A movement of “hood” academics have now moved into all areas of nonprofit education, and this group does not see their socioeconomic and marginalized background as a weakness. The lived experiences and “street knowledge” of these individuals are reshaping pedagogy and instruction in the classroom. Educators now resemble the diversity of populations served in all facets of society and tiers of education. These “hood” academics bring resilience and experience that is not shared by their more privileged colleagues. These individuals integrate their lived experience as a marginalized person in the United States into nonprofit education. This study will apply a Critical Race lens to examine the unique experiences of being a “hood” academic and its influence on pedagogy and instruction in nonprofit education.