{'fraction_non_alphanumeric': 0.04183006535947712, 'fraction_numerical': 0.00522875816993464, 'mean_word_length': 5.900900900900901, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
That Wasn’t My Reality: Counter-Narratives of Educational Success as East St. Louis’ Educators “Reimagine” Savage Inequalities

East St. Louis educators provide critical counter-narratives to Jonathan Kozol’s depiction of teaching and learning in East St. Louis, Illinois in Savage Inequalities. Teachers, educators, and administrators provide a complex view of urban schooling beyond deficiency, inadequacy, and despair. Findings highlight educators’ voices as they privilege “unnamed” forms of capital (such as aspirational, navigational, social, familial, and resistant) identified by Yosso (2005) that influence their practices. Ultimately, this study provides a comprehensive and unfettered account of the meaning of teaching and learning in urban communities.