Struggling to Recognize Their Existence: Examining Student-Adult Relationships in the Urban High School Context

Autor/in	Rodriguez, Louie F.
Titel	Struggling to Recognize Their Existence: Examining Student-Adult Relationships in the Urban High School Context
Quelle	In: Urban Review: Issues and Ideas in Public Education, 40 (2008) 5, S.436-453 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-008-0091-0
Schlagwörter	Grounded Theory; Urban Schools; Educational Change; High Schools; Teacher Student Relationship; Student Empowerment; Student Role; Recognition (Psychology); African American Students; Social Psychology + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; High school; Oberschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Studienberechtigung; Recognition; Wiedererkennen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sozialpsychologie
Abstract	In today's reform context, much attention is placed on policies and outcomes and far less emphasis on understanding the social and cultural processes in schools. Using case-study methodology, I examine relationships between low-income, urban high school students of color, and the school adults with whom they interact. Using grounded theory, students' experiences are analyzed and interpreted through the lens of recognition. Recognition is used as both a theoretical and empirical concept to illuminate students' experiences and voices, especially since the construct is largely absent in the U.S. education discourse. Students revealed that being known by adults, talking with adults, engaging with adults personally, and experiencing encouraging adults were all critical elements of recognition. I suggest that student-adult relationships, via the practice of recognition in urban schools, needs to be interrogated, deliberate, and political so that the transformative purpose of education can be realized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10