Description

Book Synopsis

A thoroughly revised and updated edition of the classic text. Focuses on the roles of hope, participation, and change in reforming American schools.

Winner of the 2006 Critics'' Choice Award presented by the American Educational Studies Association

Resting on the belief that educators must be at the center of informing education policy, the contributors to this revised edition of the classic text raise tough questions that will both haunt and invigorate pre- and in-service educators, as well as veteran teachers. They explore the policies and practices of structuring exclusions; they listen hard to youth living at the margins of race, class, ethnicity, and gender; and they wrestle with fundamental inequalities of space in order to educate for change. Written from the perspective of researchers, policy analysts, teachers, and youth workers, the book reveals a shared belief in education that could be, and a shared concern about schools that currently reproduce class, race and gender relations, and privilege.

Beyond Silenced Voices Class Race and Gender in

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    A Paperback by Lois Weis, Michelle Fine

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      View other formats and editions of Beyond Silenced Voices Class Race and Gender in by Lois Weis

      Publisher: State University Press of New York (SUNY)
      Publication Date: 3/10/2005 12:00:00 AM
      ISBN13: 9780791464625, 978-0791464625
      ISBN10: 0791464628

      Description

      Book Synopsis

      A thoroughly revised and updated edition of the classic text. Focuses on the roles of hope, participation, and change in reforming American schools.

      Winner of the 2006 Critics'' Choice Award presented by the American Educational Studies Association

      Resting on the belief that educators must be at the center of informing education policy, the contributors to this revised edition of the classic text raise tough questions that will both haunt and invigorate pre- and in-service educators, as well as veteran teachers. They explore the policies and practices of structuring exclusions; they listen hard to youth living at the margins of race, class, ethnicity, and gender; and they wrestle with fundamental inequalities of space in order to educate for change. Written from the perspective of researchers, policy analysts, teachers, and youth workers, the book reveals a shared belief in education that could be, and a shared concern about schools that currently reproduce class, race and gender relations, and privilege.

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