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Record Nr. |
UNINA9910779338503321 |
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Autore |
Dance Lory Janelle |
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Titolo |
Tough fronts : the impact of street culture on schooling / / L. Janelle Dance |
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Pubbl/distr/stampa |
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New York : , : RoutledgeFalmer, , 2002 |
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ISBN |
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1-136-74599-8 |
0-203-81983-7 |
1-283-84689-6 |
1-136-74600-5 |
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Descrizione fisica |
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1 online resource (209 p.) |
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Collana |
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The critical social thought series |
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Disciplina |
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306.43/2 |
306.432 |
370.91732 |
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Soggetti |
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Education, Urban - Social aspects - United States |
African Americans - Education - Social aspects |
Educational anthropology - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. [173]-178) and index. |
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Nota di contenuto |
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""TOUGH FRONTS THE IMPACT OF STREET CULTURE ON SCHOOLING ""; ""Copyright""; ""Contents""; ""Tables and Figures""; ""Foreword""; ""Acknowledgments: ""Props""""; ""Preface""; ""Introduction: A Study of Street-Savvy Students ""; ""part I. ""Expert"" Points of View""; ""One: There Are No Agents Here: Scholarly Depictions of Black Americans""; ""Two: Postures Forged by Social Marginalization""; ""part II. The Perspectives of Street-Savvy Students""; ""Three: On Being ""Hardcore,"" a ""Hardcore Wannabe,"" or ""Hardcore Enough"""" |
""Four: Social Capital, Cultural Capital, and Caring Teachers: The Perspectives of Street-Sawy Students and a Magic Teacher""""Five: Malcolm: 24/7/365 ""; ""part III. Solutions, Broader Implications, and Policy Suggestions""; ""Six: Shadows, Mentors, and Surrogate Fathers ""; ""Seven: Fear of the Dark: The Vilification of Urban Students""; ""Eight: Policy Implications for Individuals in Positions of Influence""; ""Appendix: A Brief Review of Selected Literature: Effective Schools and Critical Theory""; ""Notes""; ""Glossary of Social Scientific Terms and |
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Concepts""; ""References"" |
""Index"" |
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Sommario/riassunto |
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Tough Fronts takes the difficult issues in urban education head on by putting street-savvy students at the forefront of the discussion on how to best make successful changes for inner city schools. Individual chapters discuss scholarly depictions of black America, the social complexity of the teacher-student relationship, individual success stories of 'at-risk' programs, popular images of urban students, and implications for education policy. With close attention to the voices of individual students, this engaging book gives vitality and legitimacy to arguments for school changes that have bee |
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