Late to Class

Social Class and Schooling in the New Economy

Häftad, Engelska, 2007

AvJane A. van Van Galen,George W. Noblit,Jane A. Van Van Galen

669 kr

Tillfälligt slut

Looks at the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy.Winner of the 2007 Critics' Choice Award presented by the American Educational Studies AssociationLate to Class presents theoretical, empirical, and pedagogical perspectives on social class and schooling in the United States. Grounding their analyses at the intersections of class, ethnicity, gender, geography, and schooling, the contributors examine the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy. Together, they explore the salience of class in understanding the social, economic, and cultural landscapes within which young people in the United States come to understand the meaning of their formal education in times of changing opportunity.

Produktinformation

Utgivningsdatum2007-04-05
Mått162 x 228 x 22 mm
Vikt526 g
FormatHäftad
SpråkEngelska
SerieSUNY series, Power, Social Identity, and Education
Antal sidor376
FörlagState University of New York Press
MedarbetareApple,MichaelW.
ISBN9780791470947

Tillhör följande kategorier

Jane A. Van Galen is Professor of Education at the University of Washington at Bothell and the coeditor (with Deborah Eaker-Rich) of Caring in an Unjust World: Negotiating Borders and Barriers in Schools, also published by SUNY Press. George W. Noblit is Joseph R. Neikirk Distinguished Professor of Sociology of Education at the University of North Carolina at Chapel Hill. His many books include The Social Construction of Virtue: The Moral Life of Schools (coauthored with Van O. Dempsey), also published by SUNY Press.

ForewordIntroductionJane A. Van GalenPart 1: Getting to Class 1. Growing Up as Poor, White Trash: Stories of Where I Come FromBeth Hatt2. Class/Culture/Action: Representation, Identity, and Agency in Educational AnalysisBill J. JohnstonPart 2: Class Work 3. Living Class as a GirlDeborah Hicks and Stephanie Jones4. Marginalization and MembershipJill Koyama and Margaret A. Gibson5. Orchestrating Habitus and Figured Worlds: Chicana/o Educational Mobility and Social ClassLuis Urrieta Jr.6. High School Students’ Exploration of Class Differences in a Multicultural Literature ClassRichard Beach, Daryl Parks, Amanda Thein, and Timothy Lensmire7. Social Class and African-American Parental InvolvementCheryl Fields-Smith8. Social Heteroglossia: The Contentious Practice or Potential Place of Middle-Class Parents in Home–School RelationsJanice KroegerPart 3: After Class 9. (Re)Turning to Marx to Understand the Unexpected Anger Among "Winners" in Schooling: A Critical Social Psychology PerspectiveEllen Brantlinger10. The Problem of Poverty: Shifting Attention to the Non-PoorMaike Ingrid Philipsen11. Intersections on the Back Road: Class, Culture, and Education in Rural and Appalachian PlacesVan Dempsey12. Class-DéclasséGeorge W. NoblitList of ContributorsName IndexSubject Index

"…examines issues of class difference across race, gender, and geography to provide an expansive exploration of schooling within changing economic structures." — CHOICE"Sociologists with strong interests in social class and education will definitely want to take a look at this book…" — Teaching Sociology"…one of the most important characteristics of the book … is its attempt to answer the question of 'What is to be done?' By taking seriously the issue of 'emancipatory' pedagogies (the plural is crucial here), [the authors] … are not satisfied with bearing witness to negativity—although this is a crucial act for researchers to engage in. They also want to open the spaces for possible interruption and intervention. As I have argued at length elsewhere, this is one of the more significant roles that critical scholars can play in a time of conservative attacks on everything we hold dear … this is a book that deserves our attention." — from the Foreword by Michael W. Apple"Anyone who reads this volume will find it difficult to deny the many ways in which class can shape and be shaped by the experiences of children in schools. This is a groundbreaking book." — Cynthia Gerstl-Pepin, coauthor of Re-framing Educational Politics for Social Justice