Corridor Cultures: Mapping Student Resistance at an Urban School (Qualitative Studies in Psychology) Review

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Corridor Cultures: Mapping Student Resistance at an Urban School (Qualitative Studies in Psychology) ReviewI thoroughly enjoyed this deftly written exploration of an inner-city high school. I have often wondered when someone was going to seriously ask students what was going on in their world. I am reminded of Oscar Lewis'"culture of poverty".
Here we explore the tension between "hall culture" which reflects Black-American culture and the transplanted,impoverished Caribbean culture of the surrounding streets; and the "classroom culture" that is an arm of the "Standard English" capitalistic individualism of the wider American culture. In spite of the progressive reformist efforts of the staff, they are defeated by the corrosive security scanning of the "entry ritual" and the unrealistic expectation that students should willingly conform to the perceived oppressors' demands. I enjoyed the comparison between the covert rebellion of workers on the shop floor and students' "slow- downs" and other tactics in the classroom.
I learned a lot about the attitudes these children bring to the classroom and the chilling odds against their success in the wider world. They share the view that their failure is largely their own fault, although the more insightful understand that their "laziness" may reflect a deep sadness and a great deal of stress. The author brings us insights into the faults of the system itself and optimism that these can be corrected.Corridor Cultures: Mapping Student Resistance at an Urban School (Qualitative Studies in Psychology) Overview
For many students, the classroom is not the central focus of school. The school's corridors and doorways are areas largely given over to student control, and it is here that they negotiate their cultural identities and status among their peer groups. The flavor of this "corridor culture" tends to reflect the values and culture of the surrounding community.

Based on participant observation in a racially segregated high school in New York City, Corridor Cultures examines the ways in which school spaces are culturally produced, offering insight into how urban students engage their schooling. Focusing on the tension between the student-dominated halls and the teacher-dominated classrooms and drawing on insights from critical geographers and anthropology, it provides new perspectives on the complex relationships between Black students and schools to better explain the persistence of urban school failure and to imagine ways of resolving the contradictions that undermine the educational prospects of too many of the nations' children.

Dickar explores competing discourses about who students are, what the purpose of schooling should be, and what knowledge is valuable as they become spatialized in daily school life. This spatial analysis calls attention to the contradictions inherent in official school discourses and those generated by students and teachers more locally.
By examining the form and substance of student/school engagement, Corridor Cultures argues for a more nuanced and broader framework that reads multiple forms of resistance and recognizes the ways students themselves are conflicted about schooling.


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