Abstract
Teachers who use “transformative teaching” in urban schools understand that…a generation of dispossessed youth in “urban” communities [are scathingly critical of U.S. miseducation], and that they must create curricula that are responsive to the articulated needs of young folk struggling to navigate the oppressive conditions of their everyday life. Education policies like “No Child Left Behind” and “Race to the Top” assume that what is being offered in schools is worth taking seriously, worth racing toward and not away from. However, policies like these, much like those of colonialists, aim at dispossession and dislocation; they seek the social control of young people through a form of cultural terrorism of the mind. This article can also be found at the Monthly Review website , where most recent articles are published in full. Click here to purchase a PDF version of this article at the Monthly Review website.
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