Cutting Class

Socioeconomic Status and Education

Häftad, Engelska, 2007

Av Joe L. Kincheloe, Shirley R. Steinberg

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In these vivid, thought-provoking essays, leading scholars draw from their own life experiences to explore the ways in which socio-economic class has shaped their lives and educational practices. Some experienced the sting of poverty as students, while others tell stories of a privileged upbringing and moments of epiphany when they recognized the far-reaching effects of class privilege. Many in this volume tell stories of their successful (and not-so-successful) teaching experiences with students from various social classes, providing valuable insights for teachers and other education professionals.

Produktinformation

Utgivningsdatum2007-07-12
Mått154 x 231 x 26 mm
Vikt485 g
FormatHäftad
SpråkEngelska
SerieCulture and Education Series
Antal sidor322
FörlagBloomsbury Publishing Plc
ISBN9780847691180

Tillhör följande kategorier

Chapter 1 Cutting Class in a Dangerous Era: A Critical Pedagogy of Class AwarenessChapter 2 Exploring Critical Theory and Critical Ethnography in the Context of the Production and Reproduction of Social ClassChapter 3 Class, Race, Space and Unequal Educational Outcomes in the US: Beyond DichotomiesChapter 4 Corporate Consciousness and the Failure of Higher EducationChapter 5 Social Class and Curriculum: Theoretical-Political Possibilities and Practical MattersChapter 6 Issues of Class in Urban Science EducationChapter 7 The Challenge of Equitable Access to Arts and Museum Experiences for LowIncome New York City SchoolchildrenChapter 8 My Daughter, Myself: Class Reflections through the Parent-Race-Gender LensChapter 9 Readin' Class: Droppin' OutChapter 10 July 12, 1977: The Journey to Class Consciousness Begins-A Rural White South Carolina StoryChapter 11 Poverty of Mind, Poverty of Spirit: Breaking the Shackles that BindChapter 12 Afterword: It's a Class Act

In the tradition of George S. Counts but generally without his optimism, Kincheloe and Steinberg have assembled a critique of American schooling. Their title, Cutting Class, is a double entendre reflecting their charge that an educational structure that once made class differences a critical element in understanding students' progress has been dismantled. They argue that this structure was a victim of educational accountability generally, and No Child Left Behind particularly. Considerations of social class, they maintain, have been largely displaced by a focus on ethnic and gender differences, and the result is a system that misses the most important variable to understanding educational progress. Not surprisingly, the material in the chapters reflects the contributors' preference for a qualitative, often ethnographic analysis. There are the obligatory swipes at Murray and Herrnstein, but the result is at least provocative. Philip Anderson's chapter on curriculum and social class is particularly good.