Sheltered and Exceptional: Privileged Students’ Conceptions of Themselves and Their Communities
In Part I of this book, I justifi ed why the education of privileged children ought to be of concern and laid out a theoretical framework to help guide those interested in such work. In Part II, I now turn to examining what social justice pedagogy with privileged children looks like in practice. My fi ndings are not from a large random sample data set from which I can make broad, sweeping claims about privileged children, the longitudinal effects of social justice pedagogy on privileged students, or their subsequent impact on the world. Instead, these two instrumental ethnographic case studies (Stake, 1995 ) represent my questions about what social justice pedagogy with privileged youth looks like in practice in order to provide interested educators with an intimate look at the challenges and possibilities of this work in the fi eld. Any claims I make are thus intended to lay the groundwork for future studies and action research projects rather than inform policy decisions. 1 For those interested in reading more about my research methodology, please see Appendix B for a more detailed description. A quick note: all names and identifying characteristics of locations and people have been changed or omitted to protect their anonymity.