Street smarts often refer to the practical and intuitive knowledge one gains from real-life experiences. It is commonly viewed as the opposite of book smarts or academic intelligence. However, what if street smarts and academic intelligence weren’t mutually exclusive? In his essay, “Hidden Intellectualism,” Gerald Graff argues that street smarts can be the foundation of academic success, and that educators should tap into it to better engage students.
According to Graff, many preconceived notions about intelligence have been limiting students’ potentials. Students who possess street smarts often feel disconnected from academics because their experiences and interests don’t align with classroom topics. Graff believes that educators can tap into the intellectual potential of street smarts because the skills needed to succeed on the streets are the same as those required in the academic world. For instance, a successful car mechanic may possess excellent analytical skills. Similarly, a basketball player must display speed, agility, and strategic thinking to be successful in their sport, indicating that there is intellectual depth and knowledge behind the skills displayed in daily life.
Graff proposes that educators need to find ways to link academic topics to the interests and passions of their students. For example, if a student is interested in basketball, educators can use basketball as a lens for analyzing social issues, marketing campaigns, or history. If a student is interested in fashion, educators can draw connections between fashion and math, physics, and engineering. This strategy can help students to lower their guard and engage in topics that they typically would not be interested in.
Furthermore, Graff highlights how tapping into street smarts can make academic discussions more democratic. In traditional education, those who possess academic intelligence often dominate classroom discussions while street smarts students remain quiet. However, street smarts students have excellent listening and critical thinking skills, ensuring that they’re also valuable contributors to academic discussions.
In conclusion, Graff’s essay highlights the need to recognize the intellectual potential of street smarts and to tap into it to better engage students in academic topics. Educators should reframe their teaching methods to connect academic topics to the interests of students and create democratic academic discussions. By doing this, we can empower students from all backgrounds to succeed in their academic endeavors.
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