Abstract
The article draws from a study of a Gear Up partnership between a predominantly white middle class college and four urban high schools with a majority of low-income students of color. Teacher education candidates participated in community engagement through Gear Up at four urban high schools. The study shows that both college and high school students benefited from the partnership. However, employing internal and anticolonial theoretical lenses reveals the hidden curriculum that the positive results attained from the partnership may serve to buttress the myth of dominant culture’s supremacy.
Recommended Citation
Mthethwa-Sommers, Shirley
(2013)
"Reading Beyond Research Results: The Hidden Curriculum in a College and Urban High Schools Partnership,"
Journal of Community Engagement and Higher Education: Vol. 5:
Iss.
2, Article 5.
Available at:
https://scholars.indianastate.edu/jcehe/vol5/iss2/5
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