LEADER 04293nam 2200697 a 450 001 9910455919603321 005 20200520144314.0 010 $a0-8147-8526-3 010 $a0-8147-2075-7 024 7 $a10.18574/9780814785263 035 $a(CKB)2440000000014031 035 $a(EBL)865981 035 $a(OCoLC)779828343 035 $a(SSID)ssj0000477111 035 $a(PQKBManifestationID)11324982 035 $a(PQKBTitleCode)TC0000477111 035 $a(PQKBWorkID)10502290 035 $a(PQKB)11757212 035 $a(MiAaPQ)EBC865981 035 $a(OCoLC)647699959 035 $a(MdBmJHUP)muse10333 035 $a(DE-B1597)548310 035 $a(DE-B1597)9780814785263 035 $a(Au-PeEL)EBL865981 035 $a(CaPaEBR)ebr10289873 035 $a(EXLCZ)992440000000014031 100 $a20080423d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCorridor cultures$b[electronic resource] $emapping student resistance at an urban high school /$fMaryann Dickar 210 $aNew York $cNew York University Press$dc2008 215 $a1 online resource (222 p.) 225 1 $aQualitative studies in psychology 300 $aDescription based upon print version of record. 311 $a0-8147-2009-9 311 $a0-8147-2008-0 320 $aIncludes bibliographical references (p. [199]-206) and index. 327 $tFrontmatter -- $tContents -- $tAcknowledgments -- $tIntroduction -- $t1. ?The Covenant Made Visible? -- $t2. ?In a way it protects us and in a way . . . it keeps us back? -- $t3. ?It?s just all about being popular? -- $t4. ?If I can?t be myself, what?s the point of being here?? -- $t5. ?You have to change your whole attitude toward everything? -- $t6. ?You know the real deal, but this is just saying you got their deal? -- $t7. A Eulogy for Renaissance -- $tNotes -- $tBibliography -- $tIndex -- $tAbout the Author 330 $aFor many students, the classroom is not the central focus of school. The school's corridors and doorways are areas largely given over to student control, and it is here that they negotiate their cultural identities and status among their peer groups. The flavor of this ?corridor culture? tends to reflect the values and culture of the surrounding community.Based on participant observation in a racially segregated high school in New York City, Corridor Cultures examines the ways in which school spaces are culturally produced, offering insight into how urban students engage their schooling. Focusing on the tension between the student-dominated halls and the teacher-dominated classrooms and drawing on insights from critical geographers and anthropology, it provides new perspectives on the complex relationships between Black students and schools to better explain the persistence of urban school failure and to imagine ways of resolving the contradictions that undermine the educational prospects of too many of the nations' children.Dickar explores competing discourses about who students are, what the purpose of schooling should be, and what knowledge is valuable as they become spatialized in daily school life. This spatial analysis calls attention to the contradictions inherent in official school discourses and those generated by students and teachers more locally.By examining the form and substance of student/school engagement, Corridor Cultures argues for a more nuanced and broader framework that reads multiple forms of resistance and recognizes the ways students themselves are conflicted about schooling. 410 0$aQualitative studies in psychology. 606 $aHigh school students$zUnited States 606 $aUrban schools$zUnited States 606 $aClassroom management$zUnited States 606 $aEducational psychology 608 $aElectronic books. 615 0$aHigh school students 615 0$aUrban schools 615 0$aClassroom management 615 0$aEducational psychology. 676 $a373.18 700 $aDickar$b Maryann$01053987 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455919603321 996 $aCorridor cultures$92486279 997 $aUNINA