Duncan identifies three forms of “false hope”: hokey hope, mythical hope, and hope deferred.
- Hokey Hope – one which provides students with the idea that if one works hard, pays attention and plays by the rules, then they will go to college and live out the “American dream”; however, with this kind of hope ignores the laundry list of inequalities that impact the lives of urban youth long before students are able to get under-resourced schools that reinforce uneven playing fields.
- Mythical Hope – a false narrative of equal opportunity emptied of its historical and political contingencies which lead to the consequences of a fictitious color-blind society.
- Hope Deferred – constructed on a progressive politics of despair which is to a common justification for poor teaching because it hides behind misinterpretations of research that connect the material conditions of poverty to the constraints placed on schools.
Throughout the semester, we have been presented with various readings describing the inequities that exist in the education systems. As we approach the end of the semester, we want you to be able to recognize “false hope” and take action to implement “critical hope.”
This is important because as Darder (2006) states, “…Freire exposed how even well-meaning teachers, through their lack of critical moral leadership, actually participate in disabling the heart, minds, and bodies of their students – an act that disconnects these students from the personal and social motivation required to transform their world and themselves” (p.2).
Step 1: Choose and Sign-up by Monday 11/26 at 11:59 pm for a reading
I chose these readings basically this is the theme 🙁
Nasir, N., et al. (2013). Racial Storylines and Implications for Learning. (pp. 285-298)
Oakes, J. (1985). Tracking. In J. Oakes, Keeping track: How schools structure inequality (pp. 1-14)
Step 2: You will then find examples in the reading where “false hope” is presented and/or develop a situation where “false hope” can be presented according to the theme of the reading.
Step 3: You will then create an animation using Animaker (Links to an external site.) or a video using Screencastify (
I will create the video ) I just need you to write me what I’m going to say.
OPTION 2: You can find information on
Animaker Guidelines (Links to an external site.) if you choose to create an animation instead of a Screencastify.
Step 4: Upload your animation or video to your google drive.
Step 5: Hyperlink your name on the sign-up document to redirect students to your animation or video.