Winner of the 2006 Critics’ Choice Award presented by the American Educational Studies Association
Resting on the belief that educators must be at the center of informing education policy, the contributors to this revised edition of the classic text raise tough questions that will both haunt and invigorate pre- and in-service educators, as well as veteran teachers. They explore the policies and practices of structuring exclusions; they listen hard to youth living at the margins of race, class, ethnicity, and gender; and they wrestle with fundamental inequalities of space in order to educate for change. Written from the perspective of researchers, policy analysts, teachers, and youth workers, the book reveals a shared belief in education that ‘could be, ‘ and a shared concern about schools that currently reproduce class, race and gender relations, and privilege.
Table of Content
Acknowledgments
Introduction
Michelle Fine and Lois Weis
SECTION ONE: STRUCTURING EXCLUSIONS: EDUCATIONAL POLICIES, POLITICS, AND PRACTICES
l. Segregation 50 Years after Brown: A Metropolitan Change
Gary Orfield and Chungmei Lee
2. The Education Pipeline in the United States, 19702000: Trends in Attrition, Retention, and Graduation Rates
Walter Haney, Lisa Abrams, George Madaus, Anne Wheelock, Jing Miao and Ileana M. Gruia
3. Reform as Redefining the Spaces of Schools: An Examination of Detracking by Choice
Susan Yonezawa and Amy Stuart Wells
4. Hollowing the Promise of Higher Education: Inside the Political Economy of Access to College
Janice L. Bloom
5. Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of U.S.-Mexican Youth
Angela Valenzuela
6. The Ideology of ‘Fag’: The School Experience of Gay Students
George W. Smith (completed for publication by Dorothy E. Smith)
SECTION TWO: LISTENING HARD: SILENCE AND DISSENT
7. Race, Suburban Resentment, and the Representation of the Inner City in Contemporary Film and Television
Cameron Mc Carthy, Alicia Rodriguez, Shuaib Meecham, Stephen David, Carrie Wilson-Brown, Heriberto Godina, K. E. Supryia, and Ed Buendia
8. Learning about Race, Learning about ‘America’: Hmong American High School Students
Stacey J. Lee
9. In the Bad or Good of Girlhood: Social Class, Schooling, and White Femininities
Lyn Mikel Brown
10. The Culture of Black Femininity and School Success
Carla O’Connor, R. L’Heureux Lewis, and Jennifer Mueller
11. Speech and Silence: An Analysis of the Cultural Practice of Talking
Heejung S. Kim and Hazel Rose Markus
SECTION THREE: EDUCATING FOR CHANGE
12. Global Politics, Dissent, and Palestinian American Identities: Engaging Conflict to Reinvigorate Democratic Education
Thea Renda Abu El-Haj
13. Risky Business: Teaching about the Confederate Flag Controversy in a South Carolina High School
Dennis Carlson and Susan L. Schramm-Pate, with Richard R. Lussier
14. Popular Culture, Pedagogy, and Urban Youth: Beyond Silenced Voices
Greg Dimitriadis
15 The Alchemy of Integrated Spaces: Youth Participation in Research Collectives of Difference
Mariá Elena Torre
Notes
References
Contributors
Index
About the author
Lois Weis is Professor of Sociology of Education at the University at Buffalo, State University of New York.
Michelle Fine is Distinguished Professor of Psychology at the Graduate Center, City University of New York. Together they have written and edited many books, including
Working Method: Research and Social Justice and (with Linda Powell Pruitt and April Burns)
Off White: Readings on Power, Privilege, and Resistance.
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