Full Description
WINNER 2017 O.L. Davis, Jr. AATC Outstanding Book in Education Award
WINNER 2017 American Educational Studies Association Critics Choice Award
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 schools.
Contents
Acknowledgements
Series Editor Introduction
Chapter 1: Rethinking Urban Education
Vignette: Can I get into Trouble? Negotiating the Terms of Research
Chapter 2: Ohio Magnet School Before and After Brown
Vignette: "See What We Don't Have:" The Myth of the Boutique School
Chapter 3: "State Standards are the Minimum of What We Do"
Vignette: Winter Formal Assembly
Chapter 4: Excellent Intentions: Racialized Enrollment Practices of a Successful? Urban School
Vignette: International Baccalaureate Theory of Knowledge Course at OMS
Chapter 5: Urban Cachet
Vignette: Mr. Hart's English and History "Split" Class
Chapter 6: Those Students
Vignette: "He Just Gave Us All the Answers:" Boys Participation in 10th Grade Humanities
Chapter 7: On Their Own Terms
Appendix I: Getting in Trouble
Appendix II: Recommendations
