Journal Article — Tutoring Down the Rabbit Hole: The Inner-City Classroom, and What I Found There — by Manda Lynne Kindle

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This study follows one teacher’s experience in an inner-city middle school classroom, suggesting a method of active learning to engage these students, whose lives beyond the classroom are an altogether invaluable source of education in action.

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Description

Abstract

When it comes to educating inner-city students, we, as teachers, are obligated to consider their lives holistically. Urban students should feel empowered by the knowledge presented in the classroom, rather than intimidated by its inaccessibility to their own personal experiences. In order to provide a fair education that reflects our students, and yet equips them with the knowledge they will require to succeed beyond the streets, we need to accept and embrace their unique urban culture and integrate it into the classroom by creating a sense of validation and community. This study follows one teacher’s experience in an inner-city middle school classroom, suggesting a method of active learning to engage these students, whose lives beyond the classroom are an altogether invaluable source of education in action.

Recommended Citation

Kindle, Manda Lynne. 2008. “Tutoring Down the Rabbit Hole: The Inner-City Classroom, and What I Found There.” Pp. 79-86 in Microcosms of Hope: Celebrating Student Scholars (Human Architecture: Journal of the Sociology of Self-Knowledge: Volume VI, Issue 4, 2008.) Belmont, MA: Okcir Press (an imprint of Ahead Publishing House).

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