Kysa Nygreen
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780226031422
- eISBN:
- 9780226031736
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226031736.001.0001
- Subject:
- Education, Secondary Education
Few would deny that getting ahead is a legitimate goal of learning, but the phrase implies a cruel hierarchy: a student does not simply get ahead, but gets ahead of others. This book turns a critical ...
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Few would deny that getting ahead is a legitimate goal of learning, but the phrase implies a cruel hierarchy: a student does not simply get ahead, but gets ahead of others. This book turns a critical eye on this paradox. Offering the voices and viewpoints of students at a “last chance” high school in California, the book tells the story of students who have, in fact, been left behind. Detailing a youth-led participatory action research project, the book uncovers deep barriers to educational success that are embedded within educational discourse itself. Struggling students internalize descriptions of themselves as “at risk,” “low achieving,” or “troubled”—and by adopting the very language of educators, they also adopt its constraints and presumption of failure. Showing how current educational discourse does not, ultimately, provide an adequate vision of change for students at the bottom of the educational hierarchy, the book levies a powerful argument that social justice in education is impossible today precisely because of how we talk about it.Less
Few would deny that getting ahead is a legitimate goal of learning, but the phrase implies a cruel hierarchy: a student does not simply get ahead, but gets ahead of others. This book turns a critical eye on this paradox. Offering the voices and viewpoints of students at a “last chance” high school in California, the book tells the story of students who have, in fact, been left behind. Detailing a youth-led participatory action research project, the book uncovers deep barriers to educational success that are embedded within educational discourse itself. Struggling students internalize descriptions of themselves as “at risk,” “low achieving,” or “troubled”—and by adopting the very language of educators, they also adopt its constraints and presumption of failure. Showing how current educational discourse does not, ultimately, provide an adequate vision of change for students at the bottom of the educational hierarchy, the book levies a powerful argument that social justice in education is impossible today precisely because of how we talk about it.
Lawrence Goldman
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198205753
- eISBN:
- 9780191676765
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198205753.003.0009
- Subject:
- History, British and Irish Modern History
In assessing the adult tradition, one is required to go beyond educational success. One should also look for wider social aims and aspirations. This chapter proposes to do this by breaking down the ...
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In assessing the adult tradition, one is required to go beyond educational success. One should also look for wider social aims and aspirations. This chapter proposes to do this by breaking down the tradition into its component parts and considering in turn the educational achievements. The spirit of learning for learning's sake which Oxford and Cambridge have always kept alive must be planted in the new centres if the universities are to extend their influence as well as their teaching. The Oxford tradition was premised on the belief that the future belonged to the workers.Less
In assessing the adult tradition, one is required to go beyond educational success. One should also look for wider social aims and aspirations. This chapter proposes to do this by breaking down the tradition into its component parts and considering in turn the educational achievements. The spirit of learning for learning's sake which Oxford and Cambridge have always kept alive must be planted in the new centres if the universities are to extend their influence as well as their teaching. The Oxford tradition was premised on the belief that the future belonged to the workers.
Rachel Thomson
- Published in print:
- 2009
- Published Online:
- March 2012
- ISBN:
- 9781847420510
- eISBN:
- 9781447304104
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847420510.003.0004
- Subject:
- Sociology, Marriage and the Family
This chapter explores the account of Sherleen, a second-generation British of African Caribbean descent and the only child of a single mother living in the inner-city of London. Sherleen was ...
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This chapter explores the account of Sherleen, a second-generation British of African Caribbean descent and the only child of a single mother living in the inner-city of London. Sherleen was interviewed four times between the ages of 13 and 16. The narratives in the chapter are not presented in a singular chronological story; rather they are presented as series of partial narratives, each of which captures a field and part of Sherleen's existence, particularly those that concern education, family, and leisure. These fields, which represent the spaces through which Sherleen's project is constructed, gave rise to the narrative threads of a wider biography. In social policy terms, Sherleen is understood as ‘achieving against the odds’, and her story provides insights into some of the intimate and familial processes involved in the educational success of young black British women.Less
This chapter explores the account of Sherleen, a second-generation British of African Caribbean descent and the only child of a single mother living in the inner-city of London. Sherleen was interviewed four times between the ages of 13 and 16. The narratives in the chapter are not presented in a singular chronological story; rather they are presented as series of partial narratives, each of which captures a field and part of Sherleen's existence, particularly those that concern education, family, and leisure. These fields, which represent the spaces through which Sherleen's project is constructed, gave rise to the narrative threads of a wider biography. In social policy terms, Sherleen is understood as ‘achieving against the odds’, and her story provides insights into some of the intimate and familial processes involved in the educational success of young black British women.
Carlos Kevin Blanton
- Published in print:
- 2015
- Published Online:
- May 2015
- ISBN:
- 9780300190328
- eISBN:
- 9780300210422
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300190328.003.0002
- Subject:
- History, Latin American History
The early life of George I. Sánchez is a narrative of educational triumph at a time when Chicana/o experiences with public schools in the U.S. were uniformly negative. He overcame a childhood of ...
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The early life of George I. Sánchez is a narrative of educational triumph at a time when Chicana/o experiences with public schools in the U.S. were uniformly negative. He overcame a childhood of grinding poverty in mining camps throughout the Southwest, with a newly minted high school diploma became a teenaged public school teacher in rural schools, and married and began a family. In addition, with the financial support of the General Education Board (GEB), Sánchez earned degrees in education at the University of New Mexico, the University of Texas at Austin, and the University of California, Berkeley. His success owed to hard work and the drive that stemmed from his imagined sense of distant ancestral glory and his belief in his unique opportunity to reclaim this lost prestige.Less
The early life of George I. Sánchez is a narrative of educational triumph at a time when Chicana/o experiences with public schools in the U.S. were uniformly negative. He overcame a childhood of grinding poverty in mining camps throughout the Southwest, with a newly minted high school diploma became a teenaged public school teacher in rural schools, and married and began a family. In addition, with the financial support of the General Education Board (GEB), Sánchez earned degrees in education at the University of New Mexico, the University of Texas at Austin, and the University of California, Berkeley. His success owed to hard work and the drive that stemmed from his imagined sense of distant ancestral glory and his belief in his unique opportunity to reclaim this lost prestige.
