One op-ed in the New York Times, written by a mother who had chosen totake her young daughter out of a public school and enroll her in aprivate one, bemoaned the changes: “New York is forcing middle-class children out of its schools and providing precious littleeducation to those that remain
Another form of middleclass (white) flight - this time leaving a system (public schools) rather than a neighborhood.
If the program had been shaped in part by the idea thatHarlem youth should have the opportunities for learning that camewithin a family business, it was a family where local politicalleaders came to dinner.
HARYOU equated strong political leaders as members of the Harlem family to provide youth with political apprenticeships.
A few years later, however, Kenneth Clarkreported having learned from his young associates that “Negroyouth in Harlem did not have the opportunity to learn how tomanage even a small business or store since, unlike other lower-middle-class groups in the city, their parents did not own stores.”
It's interesting to think of other lower/middle class groups that provide entre to businesses and apprenticeships. It also reminds me of the current practice of privileged youth accessing internships/opportunities through family connections creating a pathway to professional careers and higher earning.
he social science approachsymbolized by the presence of the tape recorder in many HARYOUvenues may have created a barrier for some Harlem residents andmade them feel less welcome and more examined than HARYOU’srhetoric promised. But it also provided a robust and detailed
Communities are weary of being researched and having their issues documented in reports that result in little action. This distrust might have been more pronounced between the adult staffers and the youth participants.
hose committed tostrengthening local communities first thought to ask what thechildren knew.
how wise!
pathologist
often people use the language of pathology to access the funding for program development (you must demonstrate need to compete for dollars) and then code switch using a more asset based frame when implementing the work,
hree aspects of HARYOU’s work that illustratethe desire and the complications of seeing young people asknowers.
Setting up the tension in the chapter - HARYOU's vision and the challenges (failures?) of implementation.