Through rich ethnographic detail, Urban Educational Identity
captures the complexities of urban education by documenting the
everyday practices of teaching and learning at a high-achieving,
high-poverty school. Drawing on over two years of intensive
fieldwork and analysis, author Sara M. Childers shows how students,
teachers, and parents work both within and against traditional
deficit discourses to demonstrate the challenges and paradoxes of
urban schooling. It offers an up-close description of how
macro-government policies are interpreted, applied, and even
subverted for better or worse by students as active agents in their
own education. The book moves on to develop and analyze the concept
of "urban cachet," tracing how conceptions of race and class were
deeply entwined with the very practices for success that propelled
students towards graduation and college entrance. A poignant,
insightful, and practical analysis, Urban Educational Identity is a
timely exploration of how race and class continue to matter in
|Country of origin:
Sara M Childers
||Electronic book text
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