LEADER 05229nam 2201009 450 001 9910819423503321 005 20230126212543.0 010 $a0-520-27775-9 010 $a0-520-96031-9 024 7 $a10.1525/9780520960312 035 $a(CKB)3710000000316765 035 $a(EBL)1732135 035 $a(SSID)ssj0001381142 035 $a(PQKBManifestationID)11773250 035 $a(PQKBTitleCode)TC0001381142 035 $a(PQKBWorkID)11390715 035 $a(PQKB)11663087 035 $a(MiAaPQ)EBC1732135 035 $a(DE-B1597)520949 035 $a(OCoLC)898421637 035 $a(DE-B1597)9780520960312 035 $a(Au-PeEL)EBL1732135 035 $a(CaPaEBR)ebr11003289 035 $a(CaONFJC)MIL688029 035 $a(EXLCZ)993710000000316765 100 $a20150120h20152015 uy 0 101 0 $aeng 135 $aur|nu---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aDriving after class $eanxious times in an American suburb /$fRachel Heiman 210 1$aOakland, California :$cUniversity of California Press,$d2015. 210 4$dİ2015 215 $a1 online resource (743 p.) 225 1 $aCalifornia Series in Public Anthropology ;$v31 300 $aDescription based upon print version of record. 311 0 $a1-322-56747-6 311 0 $a0-520-27774-0 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tIllustrations --$tPreface --$tAcknowledgments --$t1. Introduction: Common Sense in Anxious Times --$t2. Being Post-Brooklyn --$t3. Gate Expectations --$t4. Driving after Class --$t5. Vehicles for Rugged Entitlement --$t6. From White Flight to Community Might --$t7. A Conclusion, or Rather, a Commencement --$tNotes --$tReferences --$tIndex 330 $aA paradoxical situation emerged at the turn of the twenty-first century: the dramatic upscaling of the suburban American dream even as the possibilities for achieving and maintaining it diminished. Having fled to the suburbs in search of affordable homes, open space, and better schools, city-raised parents found their modest homes eclipsed by McMansions, local schools and roads overburdened and underfunded, and their ability to keep up with the pressures of extravagant consumerism increasingly tenuous. How do class anxieties play out amid such disconcerting cultural, political, and economic changes? In this incisive ethnography set in a New Jersey suburb outside New York City, Rachel Heiman takes us into people's homes; their community meetings, where they debate security gates and school redistricting; and even their cars, to offer an intimate view of the tensions and uncertainties of being middle class at that time. With a gift for bringing to life the everyday workings of class in the lives of children, youth, and their parents, Heiman offers an illuminating look at the contemporary complexities of class rooted in racialized lives, hyperconsumption, and neoliberal citizenship. She argues convincingly that to understand our current economic situation we need to attend to the subtle but forceful formation of sensibilities, spaces, and habits that durably motivate people and shape their actions and outlooks. "Rugged entitlement" is Heiman's name for the middle class's sense of entitlement to a way of life that is increasingly untenable and that is accompanied by an anxious feeling that they must vigilantly pursue their own interests to maintain and further their class position. Driving after Class is a model of fine-grained ethnography that shows how families try to make sense of who they are and where they are going in a highly competitive and uncertain time. 410 0$aCalifornia series in public anthropology ;$v31. 606 $aSocial classes$zNew Jersey 606 $aSuburban life$zNew Jersey 606 $aMiddle class$zNew Jersey 607 $aNew Jersey$xSocial conditions 610 $a21st century american culture. 610 $aaffordable homes. 610 $aamerican dream. 610 $aamerican economy. 610 $aanthropology. 610 $abetter schools. 610 $acalifornia series in public anthropology. 610 $acapitalism. 610 $aclass anxieties. 610 $aclass in america. 610 $acommunity meetings. 610 $aconsumerism. 610 $acultural studies. 610 $ademocracy. 610 $aeconomic changes. 610 $aethnographic research. 610 $afamily. 610 $ahyperconsumption. 610 $amiddle class. 610 $aneoliberal citizenship. 610 $anew jersey suburb. 610 $apolitical. 610 $apublic anthropology. 610 $arace and class. 610 $arugged entitlement. 610 $aschool redistricting. 610 $asecurity gates. 610 $asuburban american dream. 615 0$aSocial classes 615 0$aSuburban life 615 0$aMiddle class 676 $a305.5/509749 700 $aHeiman$b Rachel$01601168 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910819423503321 996 $aDriving after class$93924644 997 $aUNINA LEADER 06648nam 22006255 450 001 9910678265203321 005 20251009094712.0 010 $a3-031-05254-4 024 7 $a10.1007/978-3-031-05254-5 035 $a(MiAaPQ)EBC7209179 035 $a(Au-PeEL)EBL7209179 035 $a(CKB)26191946700041 035 $a(DE-He213)978-3-031-05254-5 035 $a(PPN)269094903 035 $a(EXLCZ)9926191946700041 100 $a20230302d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Mathematics Teacher in the Digital Era $eInternational Research on Professional Learning and Practice /$fedited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair 205 $a2nd ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (447 pages) 225 1 $aMathematics Education in the Digital Era,$x2211-8144 ;$v16 311 08$aPrint version: Clark-Wilson, Alison The Mathematics Teacher in the Digital Era Cham : Springer International Publishing AG,c2023 9783031052538 320 $aIncludes bibliographical references and index. 327 $a1: Introduction -- 2: Designing Professional Development for Teaching Mathematics With Technology: A Multi-Level Approach to Foster Teacher and Facilitator Noticing -- 3: Using Instrumental Orchestration Model for Planning and Teaching Technology-Based Mathematical Tasks as Part of a Restructured Practicum Course -- 4: An Ensemble Approach to Studying the Teaching of Multiplication Using Touchtimes -- 5: Using First- and Second-Order Models to Characterise In-Service Teachers? Video-Aided Reflection on Teaching and Learning with 3D Pens -- 6: Opportunities and Challenges that Silent Video Tasks Bring to the Mathematics Classroom -- Teaching Linear Equations with Technology: A Flipped Perspective -- 7: Tensions and Proximities in teaching and learning activities: Case study of a teacher?s implementation of tablet-based lesson -- 8: Digital Resources in Kindergarten Teachers? Documents and Resource Systems: A Case Study in France -- 9: Analysis of Primary School Teachers? Roles in the Dynamicsof Mathematics Lessons that Integrate Technology Resources in Challenging Socio-Economic Contexts -- 10: Characterising Features of Secondary Teachers? Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology -- 11: Instrumental Orchestration of the use of Programming Technology for Authentic Mathematics Investigation Projects -- 12: Researching Professional Trajectories Regarding the Integration of Digital Technologies: The Case of Vera, A Novice Mathematics Teacher -- 13:The Abrupt Transition to Online Mathematics Teaching due to the Covid-19 Pandemic: Listening to Latin American Teachers? Voices -- 14: Meta-Didactical Transposition 2: The Evolution of a Framework to Analyse Teachers' Collaborative Work with Researchers in Technological Settings -- 15:Revisiting Theories that Frame Research on Teaching Mathematics with Digital Technology. 330 $aThis book brings together international research on school teachers?, and university lecturers? uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers? digital skills, knowledge and classroom practices. Via app: download the SN More Media app for free, scan a link with play button and access the videos directly on your smartphone or tablet. Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers? professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes. Professor Ornella Robutti works in the Mathematics department ?G. Peano? at the University of Torino. Her fields of research are students? cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers? work as individuals and in communities, when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students? and teachers? identities; boundary objects and boundary crossing between communities. Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. 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