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Schools for Marginalized Youth: An International Perspective

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Code: 978-1-61289-069-2

Title: Schools for Marginalized Youth
Sub-title: An International Perspective
Editor(s): William T. Pink
Publish Date: June 2012
Pages: 480
Format: Paper
The good news is that information is back in vogue, especially the education of students of color attending schools in metropolitan areas. The bad news is that there remains little consensus about how best to improve the education of these students marginalized by the current theory and practice of schooling.

It is evident that the current practice of schooling is failing to provide those traditionally marginalized with opportunities to succeed when compared with their more privileged peers. This suggests that we need to rethink out theorizing about the practice of education. Unless we do this intellectual work, the very foundations of democracy will be compromised.

The importance of this book, which takes as international perspective, is that it contributes to framing this urgently needed intellectual work by interrogating a range of schooling experiences designed to assist marginalized students experience success rather than failure in school.

Contents: SECTION 1: AN INTRODUCTION. Reforming Schools for Marginalized Youth: Rethinking Both Theory and Practice, William T. Pink. SECTION 2: AUSTRALIA. Negotiating Risk and Hope: A Case Study of Alternative Education for Marginalized Youth, Kitty te Riele. Transforming Habitus: Changing Self, Changing School, Derek Bland. SECTION 3: EUROPE. Challenges for the Next Generation in Upper Secondary School: Between Literacy, Numeracy and Technacy, Karen Borgnakke. Fellowship and Solidarity? Secondary Students' Responses to Strong Classification and Framing in Education, Anneli Schwartz and Elisabet Ohrn. SECTION 4: UNITED KINGDOM. Factors and Conditions that Affect the Achievement Levels of High-Attaining Black Students: A Case Study of Two Urban Secondary Schools in the United Kingdom, Carol Tomlin and Moureen Olusola. Engaging Democratic Educational Politics Against School Closure, Lori Beckett. Identity Work in a London Primary School: A Head Teacher's Perspective, Meg Maguire. SECTION 5: UNITED STATES. Engaging Teachers/Engaging Students: A Model for Urban School Reform, Lori Chajet. Fortifying the Sanctuary: The Dr. Pedro Albizu Campos Alternative High School 10 Years Later, René Antrop-González. Brooklyn Community Arts and Media High School: Struggles and Success of a 21st-Century High School, Kersha Smith and James O'Brien. "Everybody Has an Accent Here": Cultivating Small Schools That Work for Immigrant Youth in New York City, Valerie A. Futch and Reva Jaffe-Walter. Going to College: Students' Perceptions of Postsecondary Preparation and Planning in an Urban, Nonselective College Preparatory Charter High School, Raquel L. Farmer-Hinton. Contributors. Author Index. Subject Index.

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