Urban Youth And School Pushout
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📒Urban Youth And School Pushout ✍ Eve Tuck
✏Urban Youth and School Pushout Book Summary : Winner of the 2013 American Educational Studies Association's Critics Choice Award! Recent efforts to reform urban high schools have been marked by the pursuit of ever-increasing accountability policies, most notably through the use of high-stakes standardized testing, mayoral control, and secondary school exit exams. Urban Youth and School Pushout excavates the unintended consequences of such policies on secondary school completion by focusing specifically on the use and over-use of the GED credential. Building on a tradition of critical theory and political economy of education, author Eve Tuck offers a provocative analysis of how accountability tacitly and explicitly pushes out under-performing students from the system. By drawing on participatory action research, as well as the work of indigenous scholars and theories, this theoretically and empirically rich book illustrates urban public schooling as a dialectic of humiliating ironies and dangerous dignities. Focusing on the experiences of youth who have been pushed out of their schools under the auspices of obtaining a GED, Tuck reveals new insights on how urban youth view accountability schooling, value the GED, and yearn for multiple, meaningful routes to graduation.
📒Active Learning ✍ Dana E. Wright
✏Active Learning Book Summary : While many educators acknowledge the challenges of a curriculum shaped by test preparation, implementing meaningful new teaching strategies can be difficult. Active Learning presents an examination of innovative, interactive teaching strategies that were successful in engaging urban students who struggled with classroom learning. Drawing on rich ethnographic data, the book proposes participatory action research as a viable approach to teaching and learning that supports the development of multiple literacies in writing, reading, research and oral communication. As Wright argues, in connecting learning to authentic purposes and real world consequences, participatory action research can serve as a model for meaningful urban school reform. After an introduction to the history and demographics of the working-class West Coast neighborhood in which the described PAR project took place, the book discusses the "pedagogy of praxis" method and the project’s successful development of student voice, sociopolitical analysis capacities, leadership skills, empowerment and agency. Topics addressed include an analysis and discussion of the youth-driven PAR process, the reactions of student researchers, and the challenges for adults in maintaining youth and adult partnerships. A thought-provoking response to current educational challenges, Active Learning offers both timely implications for educational reform and recommendations to improve school policies and practices.
📒Why Public Schools ✍ Jenice L. View
✏Why Public Schools Book Summary : What is the purpose of public education? What is the value of taxpayer supported public schools? Who is invited to answer these questions? Except among policymakers, few publicly answer or debate these questions. Instead, the neoliberal forces of competition and deregulation seem to be driving education decisionmaking. The formal education system is seen as a tool for personal and national economic growth. Much of the education policy debate is centered on how to attain academic success as measured by standardized high stakes tests and evaluations. But, how to educate children and youth is a second order question. The first question must be ‘what is the purpose of schooling, and is it limited to the presumed answer that it is to prepare workers so our nations can sustain economic superiority?’ Students, parents, teachers, business people, artists, retirees, First Nations people, military veterans, and religious professionals are not typically invited to answer these questions – despite their stake in educational outcomes. Twentyfour such people, including professional educational policy makers and scholars, offer their thoughts in these essays from the US and Canada. The intended audience for this volume includes all who are concerned with the future of public schools in both nations.
📒Challenging Status Quo Retrenchment ✍ Curry Stephenson Malott
✏Challenging Status Quo Retrenchment Book Summary : This year (2012) marks ten years of No Child Left Behind and the U.S. federal government’s official designation of what qualifies as “scientifically based research” (SBR) in education. Combined, these two policies have resulted in a narrowing of education via standardization and high stakes testing (Au, 2007) as well as the curtailment of forms of inquiry that are deemed legitimate for examining education (Wright, 2006). While there has been much debate about the benefits and limitations of the NCLB legislation (e.g., Au, 2010) and SBR (e.g., Eisenhart & Towne, 2003), critical researchers have held strong to their position: The reductionistic narrowing of education curricula and educational research cannot solve the present and historical inequities in society and education (Shields, 2012). Contrarily, reductionism (via standardization and/or methodological prescription) exacerbates the challenges we face because it effectively erases the epistemological, ontological, and axiological diversity necessary for disrupting hegemonic social structures that lie at the root of human suffering (Kincheloe, 2004). Not only has NCLB proven incapable of overcoming inequalities, but there seems to be sufficient evidence to suggest it was never really intended to eliminate poverty and human suffering. That is, it seems NCLB, despite its lofty title and public discourse, is actually designed to advance the agenda of handing public education over to forprofit corporations to manage and privatize thereby intensifying the capitalist class’ war on those who rely on a wage to survive (Malott, 2010). In the present ethos, reductionism upholds and retrenches the status quo (i.e. the basic structures of power), and it puts at risk education and educational research as means of working toward social justice (Biesta, 2007). Because social justice can be interpreted in multiple ways, we might note that we understand critical social justice as oriented toward action and social change. Thus, critical education and research may have potential to contribute to a number of social justice imperatives, such as: redistributing land from the neocolonizing settlerstate to Indigenous peoples, halting exploitative labor relations and hazardous working conditions for wageearners, and engaging in reparations with formerly enslaved communities.
📒Race Justice And Activism In Literacy Instruction ✍ Valerie Kinloch
✏Race Justice and Activism in Literacy Instruction Book Summary : This volume brings together respected scholars to examine the intersections of race, justice, and activism in direct relation to the teaching and learning of critical literacy. The authors focus on literacy praxis that reflect how students--with the loving, critical support of teachers and teacher educators--engage in resistance work and collaborate for social change. Each chapter theorizes how students and adults initiate and/or participate in important justice work, how their engagements are situated within a critical literacy lens, and what their engagements look like in schools and communities. The authors also explore the importance of this work in the context of current sociopolitical developments, including police shootings, deportations, and persistent educational inequities. Book Features: The most recent work of both emerging and well-known literacy and social justice scholars. Examples of student activism across multiple geographic contexts in the United States. Accessible questions to help guide discussions related to the overall topics, theories, and methods. Artifacts, such as images and artwork, from students and educators to allow readers multiple ways of entering the text.
📒Swimming Upstream Black Males In Adult Education ✍ Dionne Rosser-Mims
✏Swimming Upstream Black Males in Adult Education Book Summary : Here is an introduction to salient topics and issues affectingBlack males as they engage in adult basic education programs,pursue employment, and obtain higher education. The chaptersinclude academic research as well as program descriptions andpersonal narratives with a concern for the “livedexperiences” and the voices of the men. While not exhaustive, this volumne does hope to challengecommonly held stereotypes, interactions, and policies. It isdesigned to raise questions about the unique experiences of thisspecific population and to explore the sociocultural dynamics thatimpact their education. This is the 144th volume of the Jossey Bass series NewDirections for Adult and Continuing Education. Noted for itsdepth of coverage, it explores issues of common interest toinstructors, administrators, counselors, and policymakers in abroad range of education settings, such as colleges anduniversities, extension programs, businesses, libraries, andmuseums.
📒Place In Research ✍ Eve Tuck
✏Place in Research Book Summary : Bridging environmental and Indigenous studies and drawing on critical geography, spatial theory, new materialist theory, and decolonizing theory, this dynamic volume examines the sometimes overlooked significance of place in social science research. There are often important divergences and even competing logics at work in these areas of research, some which may indeed be incommensurable. This volume explores how researchers around the globe are coming to terms - both theoretically and practically - with place in the context of settler colonialism, globalization, and environmental degradation. Tuck and McKenzie outline a trajectory of critical place inquiry that not only furthers empirical knowledge, but ethically imagines new possibilities for collaboration and action. Critical place inquiry can involve a range of research methodologies; this volume argues that what matters is how the chosen methodology engages conceptually with place in order to mobilize methods that enable data collection and analyses that address place explicitly and politically. Unlike other approaches that attempt to superficially tag on Indigenous concerns, decolonizing conceptualizations of land and place and Indigenous methods are central, not peripheral, to practices of critical place inquiry.
✏Dissertation Abstracts International Book Summary :
📒Schools As Radical Sanctuaries ✍ René AntropGonzález
✏Schools as Radical Sanctuaries Book Summary : Large, comprehensive urban high schools were designed and constructed with the belief that they could meet the needs of all its students, academic and otherwise. By and large, however, these schools have only done a good job of sorting students for specific jobs in a society based on capitalism and White supremacy. Consequently, students schooled in these large institutions are often sorted depending on how they are situated and/or perceived by institutional agents (i.e. teachers, administrators, guidance counselors, and other staff) along racial/ethnic, class, gender, sexual orientation, and ability lines. The overall result of such structurally and culturallybased discriminatory practices has led to astronomically horrendous dropout/pushout rates among urban youth, particularly those of color who live in poverty. However, in such a sea of despair, there exist islands of hope and miracles. These islands of hope and miracles are constituted of small high schools that have become sanctuaries for their students, their families, and communities of color. Moreover, not only do these school sanctuaries exist, but they have the potential to serve as inspirations to communities that are looking to the small schools initiative as a possible solution to the widespread failure of large, comprehensive high schools to serve their needs. Although much recent small schools research discusses the benefits of smallness, very little of this research demonstrates or acknowledges the various ways in which communities have created small schools that have established the necessary conditions to make them sustainable, culturally relevant, and linked to social justice while greatly impacting the improved academic achievement of their students. Therefore, the focus of this book is to advance the school as radical sanctuary concept as described through the history, curricula, and experiences of urban youth and their teachers in two small urban high schools. This book is important for those educationists who wish to deepen their understanding of small school reform and its implications for urban education.
✏An Investigation of School Leaving Behaviors of Urban Truants Book Summary :