Coming of Age in U.S. High Schools: Economic, Kinship, Religious, and Political Crosscurrents. Sociocultural, Political, and Historical Studies in Education Series

Autor/in	Hemmings, Annette B.
Titel	Coming of Age in U.S. High Schools: Economic, Kinship, Religious, and Political Crosscurrents. Sociocultural, Political, and Historical Studies in Education Series
Quelle	(2004), (232 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8058-4666-2
Schlagwörter	Middle Class; High Schools; Educational Anthropology; African American Children; Youth; Urban Schools; Suburban Schools; Family Relationship; Ethnography; Religious Factors; Economically Disadvantaged; Political Influences; Democracy; Developmental Psychology; Developmentally Appropriate Practices; School Desegregation; Student Diversity; Developmental Continuity; Developmental Stages; Textbook Content + Suchen Sie Ihr Suchwort? Mittelschicht; High school; Oberschule; Pädagogische Anthropologie; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Jugend; Jugendlicher; Jugendalter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Ethnografie; Political influence; Politischer Einfluss; Demokratie; Entwicklungspsychologie; Entwicklungsbezogene Bildung; Integrative Schule; Entwicklungsprozess; Lehrbuchtext
Abstract	This book takes readers into the lives of urban and suburban adolescents for a close-up look at how they navigate the conflicting discourses and disciplinary practices of American cultural crosscurrents that flow through economic, kinship, religious, and political domains of American life. The book is distinctive in how it combines classic anthropological theory and contemporary postanthropological perspectives into an innovative framework for understanding adolescent coming of age processes in U.S. public high schools. Coming of age is conceived as a dual process of community integration and identity formation. In this expansive multi-site ethnography of high school students representing diverse racial, ethnic, social class, gender, and sexual backgrounds, coming of age is described and analyzed as it unfolded in the classrooms and corridors of three high schools: a racially desegregated urban school; a suburban school serving middle class students; and a school with a majority of Black youth living in impoverished inner-city neighborhoods. The study goes well beyond issues of academic achievement to recognize and explore the function of U.S. high schools in smoothing adolescent transitions into the multiple domains of American life. Graduating seniors in the final analyses are heralded as absorbers of traditions, barometers of trends, and harbingers of change. Of interest to a broad range of researchers, teachers, and educational policymakers, this book is particularly relevant for scholars, faculty, and graduate students in social foundations of education, educational anthropology, secondary teacher education, qualitative educational research, and related fields. Following a preface, this book is divided into seven chapters: (1) New Age for Coming of Age; (2) Surface Depths; (3) Economic Domain: Illicit Pursuit of Mobility; (4) Kinship Domain: Family (Dis)connections; (5) Religious Domain: Freedom of/from Religion; (6) Political Domain: Democracy and Domination; and (7) Reaching Shore. An Appendix is also included. (ERIC).
Anmerkungen	Lawrence Erlbaum Associates. 10 Industrial Avenue, Mahwah, NJ, 07430. Tel: 800-926-6579; Fax: 201-760-3735; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10