Description
Book SynopsisThis book will contribute to the discussion of issues surrounding students who ''disengage'' from public schools. The book describes a study that uses the theory of Pierre Bourdieu to investigate what types of economic, social, cultural, and symbolic capital influenced the individual academic achievement and personal life trajectories of two female high school students identified at-risk. The book discusses how the participants identified and used separate and distinct street and school ''selves'' to maximize their capital in settings inside and outside the school, and how some school policies and practices placed the participants in a position of educational disadvantage.
Table of ContentsChapter 1 Studying Students At-Risk Chapter 2 Critical Theory and Critical Pedagogy Chapter 3 Capital, Bourdieu and Critical Educational Research Chapter 4 Critical Methodology Chapter 5 Data and Description Chapter 6 Sara and Destiny Chapter 7 Economic Capital Chapter 8 Social Capital Chapter 9 Cultural Capital Chapter 10 Symbolic Capital Chapter 11 The Results, the Researcher, the Reflections Chapter 12 Implications and Recommendations Chapter 13 Activity Used in Discussion of Ideology and Discourse Chapter 14 Second Critical Dialogue: Videorecording Chapter 15 Third Critical Dialogue: Short Story Chapter 16 References Chapter 17 Subject Index
