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Permissible Advantage

Author: Alan Peshkin
Publisher: Routledge
ISBN: 1135687692
Size: 46.87 MB
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This study of Edgewood Academy--a private, elite college preparatory high school--examines what moral choices look like when they are made by the participants in an exceptionally wealthy school, and what the very existence of a privileged school indicates about American society. It extends Peshkin's ongoing exploration of U.S. high schools and their communities, each focused in a different sociocultural setting. In this particular inquiry, he began with two central questions: * What is a school like whose students enter with a determined disposition to attend college, and all of whom are selected on the promise they display for college success? * What can be learned from studying Edgewood Academy that transcends the particular case of this school? The volume opens with a description of how moral choices look when they are made by the participants in an exceedingly wealthy school. There is a general picture of the Academy, a discussion of the processes the school uses to insure the quality of its students and educators, and an overview of teachers and students that reveals what is commendable about each group. These chapters clarify what a school of ample financial means and wise leadership can do. Peshkin goes on to reflect briefly on privilege and concludes with a discussion of what the very existence of a privileged school indicates about American society. Schools, he suggests, are about much more than what goes on inside them--they mirror what is and is not at stake for their particular constituents--and function similarly for the nation. Edgewood Academy's host community is not a village, town, church, or tribe, as in Peshkin's previous studies. It is a community created by shared aspirations for high-level academic attainment and its associated benefits. Affluence and towering academic achievement are the two most relevant factors. In this book, advantage occupies center stage. The school's excellence is documented not to extol its success, but, rather, to call attention to what is available for its students that is not available for most American children. The focus, ultimately, is on educational justice as illuminated by the advantage of Academy students--that is, on justice denied, not because anyone or any group or agency consciously, planfully sets out to do injustice to other children, but because injustice happens as the artifact of imagined limitations of resources and means. Peshkin's purpose is not to detail the particulars of how educational justice is denied to the many, but to portray and examine the meaning of a privileged school where educational justice prevails for the few.

Invisible Children In The Society And Its Schools

Author: Sue Books
Publisher: Routledge
ISBN: 1317374320
Size: 79.40 MB
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The authors in this book use the metaphors of invisibility and visibility to explore the social and school lives of many children and young people in North America whose complexity, strengths, and vulnerabilities are largely unseen in the society and its schools. These “invisible children” are socially devalued in the sense that alleviating the difficult conditions of their lives is not a priority—children who are subjected to derogatory stereotypes, who are educationally neglected in schools that respond inadequately if at all to their needs, and who receive relatively little attention from scholars in the field of education or writers in the popular press. The chapter authors, some of the most passionate and insightful scholars in the field of education today, detail oversights and assaults, visible and invisible, but also affirm the capacity of many of these young people to survive, flourish, and often educate others, despite the painful and even desperate circumstances of their lives. By sharing their voices, providing basic information about them, and offering thoughtful analysis of their social situation, this volume combines education and advocacy in an accessible volume responsive to some of the most pressing issues of our time. Although their research methodologies differ, all of the contributors aim to get the facts straight and to set them in a meaningful context. New in the Third Edition: Chapters retained from the previous edition have been thoroughly revised and updated, and five totally new chapters have been added on the topics of: *young people pushed into the “school-to-prison” pipeline; *the “environmental landscape” of two out-of-school Mexican migrant teens in the rural Midwest; *the perceptions and practices, in and outside schools, that construct African American boys as school failures; *negative portrayals of blackness in the context of understanding the “collateral damage of continued white privilege”; and *working-class pregnant and parenting teens’ efforts to create positive identities for themselves. Of interest to a broad range of researchers, students, and practitioners across the field of education, this compelling book is accessible to all readers. It is particularly appropriate as a text for courses that address the social context of education, cultural and political change, and public policy, including social foundations of education, sociology of education, multicultural education, curriculum studies, and educational policy.

U S Latinos And Education Policy

Author: Pedro R. Portes
Publisher: Routledge
ISBN: 1317751701
Size: 42.20 MB
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With the American dream progressively elusive for and exclusive of Latinos, there is an urgent need for empirically and conceptually based macro-level policy solutions for Latino education. Going beyond just exposing educational inequalities, this volume provides intelligent and pragmatic research-based policy directions and tools for change for U.S. Latino Education and other multicultural contexts. U.S. Latinos and Education Policy is organized round three themes: education as both product and process of social and historical events and practices; the experiences of young immigrants in schools in both U.S. and international settings and policy approaches to address their needs; and situated perspectives on learning among immigrant students across school, home, and community. With contributions from leading scholars, including Luis Moll, Eugene E. Garcia, Richard P. Durán, Sonia Nieto , Angela Valenzuela, Alejandro Portes and Barbara Flores, this volume enhances existing discussions by showcasing how researchers working both within and in collaboration with Latino communities have employed multiple analytic frameworks; illustrating how current scholarship and culturally oriented theory can serve equity-oriented practice; and, focusing attention on ethnicity in context and in relation to the interaction of developmental and cultural factors. The theoretical and methodological perspectives integrate praxis research from multiple disciplines and apply this research directly to policy.

Urban High Schools

Author: Annette B. Hemmings
Publisher: Routledge
ISBN: 1136835881
Size: 58.63 MB
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This multidisciplinary overview introduces readers to the historical, sociological, anthropological, and political foundations of urban public secondary schooling and to possibilities for reform. Focused on critical and problematic elements, the text provides a comprehensive description and analyses of urban public high schooling through different yet intertwined disciplinary lenses. Students and researchers seeking to inform their work with urban high schools from social, cultural, and political perspectives will find the theoretical frameworks and practical applications useful in their own studies of, or initiatives related to, urban public high schools. Each chapter includes concept boxes with synopses of key ideas, summations, and discussion questions.

Wheels In The Head

Author: Joel H. Spring
Publisher: Routledge
ISBN:
Size: 63.39 MB
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In this popular text Joel Spring provocatively analyzes the ideas of traditional and non-traditional philosophies from Confucianism to human rights regarding the contribution of education to the creation of a democratic society. The goal is to explore how governments use education to control and manage their populations, and to examine forms of education that claim to free people from authoritarian control. Wheels in the Head, a critically original work now in its third edition, is widely used as a text for courses on philosophical, social, political, and historical foundations of education, and critical issues in education. Reflecting its global relevance, a Chinese translation of the second edition was published in 2005. NEW TO THIS EDITION: Expanded analysis of the use of education by authoritarian states Revisions to more clearly relate educational ideas to the theme of "wheels in the head" – a phrase coined by philosopher Max Stirner to describe the use of schools by modern governments to control their citizens. New sections on liberation education and on human rights education