LEADER 04358nam 2200709 450 001 9910456234603321 005 20220205010653.0 010 $a1-282-02566-X 010 $a1-4426-7907-7 010 $a9786612025662 024 7 $a10.3138/9781442679078 035 $a(CKB)2430000000001222 035 $a(EBL)3251253 035 $a(SSID)ssj0000307846 035 $a(PQKBManifestationID)11226665 035 $a(PQKBTitleCode)TC0000307846 035 $a(PQKBWorkID)10251049 035 $a(PQKB)10888417 035 $a(CaPaEBR)417760 035 $a(CaBNvSL)thg00600491 035 $a(MiAaPQ)EBC3251253 035 $a(MiAaPQ)EBC4671885 035 $a(DE-B1597)464803 035 $a(OCoLC)944177675 035 $a(DE-B1597)9781442679078 035 $a(Au-PeEL)EBL4671885 035 $a(CaPaEBR)ebr11257574 035 $a(OCoLC)244764752 035 $a(EXLCZ)992430000000001222 100 $a20160923h19971997 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aReconstructing ?drop-out? $ea critical ethnography of the dynamics of Black students' disengagement from school /$fGeorge J. Sefa Dei, [and three others] 210 1$aToronto, [Ontario] ;$aBuffalo, [New York] ;$aLondon, [England] :$cUniversity of Toronto Press,$d1997. 210 4$dİ1997 215 $a1 online resource (305 p.) 300 $aDescription based upon print version of record. 311 $a0-8020-8060-X 311 $a0-8020-4199-X 320 $aIncludes bibliographical references and indexes. 327 $tFrontmatter --$tContents --$tForeword --$tPreface --$tAcknowledgments --$tChapter One: Introduction --$tChapter Two: Research Methodology --$tChapter Three: The Social Construction of a ?Drop-out?: Dispelling the Myth --$tChapter Four: Understanding Student Disengagement --$tChapter Five: Intersections of Race, Class, and Gender --$tChapter Six: Authority, Power, and Respect --$tChapter Seven: Streaming and Teacher Expectations: Social Change or Reproduction? --$tChapter Eight: Curriculum: Content and Connection --$tChapter Nine: Framing Issues of Identity and Representation --$tChapter Ten: The Colour of Knowledge: Confronting Eurocentrism --$tChapter Eleven: Family, Community, and Society --$tChapter Twelve: Visions of Educational and Social Change --$tChapter Thirteen: The Missing Link --$tAppendices --$tReferences --$tAuthor Index --$tSubject Index 330 $aAs many as one million untrained youths will enter the Canadian labour market by the year 2000. And yet, 60 per cent of jobs being created in Canada require at least a high school education. The drop-out rate is one of the most crucial issues that Canadian educators face.Traditionally, we have pinned dropping out on individual failure or specific situations such as pregnancy, substance abuse, and family troubles. The authors of this book suggest that the problem is more complex. Race, class, gender, and other forms of social difference can affect how education is delivered. For Black students, whose drop-out rate is disproportionately high, race is a key element in disengagement. The authors turn to the experiences of Black and non-Black students, teachers, parents, and community workers to try and reconstruct the social, structural, and institutional practices that lead Black youth to lose interest in and leave school.Based on a three-year study in the greater Toronto area, Reconstructing 'Dropout' establishes a new frame of reference for understanding the dilemma. It is a call for social action and transformation that should not be ignored by researchers, teachers, administrators, and the Black community at large. 606 $aDropouts$zOntario 606 $aStudents, Black$zOntario 606 $aBlack people$xEducation$zOntario 608 $aElectronic books. 615 0$aDropouts 615 0$aStudents, Black 615 0$aBlack people$xEducation 676 $a371.2/913/089960713 700 $aDei$b George J. Sefa$4aut$4http://id.loc.gov/vocabulary/relators/aut$01036384 702 $aDei$b George J. Sefa$g(George Jerry Sefa),$f1954- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910456234603321 996 $aReconstructing ?drop-out?$92456695 997 $aUNINA