Description

Book Synopsis
From both sides of the Atlantic Ocean, the author paints an intimate portrait of how students and teachers actually cope, in real time, with the chronic stress, peer group dynamics, and subtle power politics of urban educational spaces in the perpetual shadow of aggression.

Trade Review
"Toxic Schools is an ambitious and original treatment of violence in inner-city schools, distinguished by Bowen Paulle's sophisticated integration of theoretical constructs throughout the discussion of his empirical materials. This highly instructive cross-site comparison will appeal not just to scholars of education and school administrators. It is relayed in such visceral terms that it will likely appeal to a broad readership as well." (Peter Ibarra, University of Illinois at Chicago)"

Toxic Schools HighPoverty Education in New York

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Order before 4pm today for delivery by Fri 19 Dec 2025.

A Paperback / softback by Bowen Paulle

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    View other formats and editions of Toxic Schools HighPoverty Education in New York by Bowen Paulle

    Publisher: The University of Chicago Press
    Publication Date: 04/10/2013
    ISBN13: 9780226066417, 978-0226066417
    ISBN10: 022606641X
    Also in:
    Poverty and precarity Schools and pre-schools

    Description

    Book Synopsis
    From both sides of the Atlantic Ocean, the author paints an intimate portrait of how students and teachers actually cope, in real time, with the chronic stress, peer group dynamics, and subtle power politics of urban educational spaces in the perpetual shadow of aggression.

    Trade Review
    "Toxic Schools is an ambitious and original treatment of violence in inner-city schools, distinguished by Bowen Paulle's sophisticated integration of theoretical constructs throughout the discussion of his empirical materials. This highly instructive cross-site comparison will appeal not just to scholars of education and school administrators. It is relayed in such visceral terms that it will likely appeal to a broad readership as well." (Peter Ibarra, University of Illinois at Chicago)"

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