Schooling and the Silenced "Others": Race and Class in Schools. Special Studies in Teaching and Teacher Education, Number Seven.

Autor/inn/en	Weis, Lois; Fine, Michelle; Lareau, Annette
Institution	State Univ. of New York, Buffalo. Graduate School of Education.
Titel	Schooling and the Silenced "Others": Race and Class in Schools. Special Studies in Teaching and Teacher Education, Number Seven.
Quelle	(1992), (81 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-937033-50-2
Schlagwörter	Academic Discourse; Disadvantaged Youth; Economic Factors; Elementary Secondary Education; Minority Groups; Parent Attitudes; Parent Participation; Public Schools; Racial Differences; Racial Discrimination; Social Class; Urban Schools + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Benachteiligter Jugendlicher; Ökonomischer Faktor; Ethnische Minderheit; Elternverhalten; Elternmitwirkung; Public school; Öffentliche Schule; Rassenunterschied; Racial bias; Rassismus; Social classes; Soziale Klasse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	In education, it is necessary to look at students who are marginalized, and excluded, who is centered or privileged, and how, through academic discourse, silences are created, sustained, and legitimized. The three papers in this collection explore the politics of silencing and voice in education. "It's More Covert Today': The Importance of Race in Shaping Parents' Views of the School" by Annette Lareau focuses on the ways in which certain types of parental culture and discourse are privileged in schools, leading to the construction of an "ideal type" of parental involvement. Parents who do not fit this construction are outside the bounds of what is acceptable for a parent, and their ideas, no matter how salient, are rebuffed. Lois Weis, in "White Male Working Class Youth: An Exploration of Relative Privilege and Loss," focuses on the ways in which white male working class identity is taking shape under the restructured economy of the 1980s and 1990s. In particular, ways in which young men are reaffirming the discourses of white male power and privilege in spite of an economy that increasingly denies them this privilege are examined. Michelle Fine, in "The 'Public' in Public Schools: The Social Construction/Constriction of Moral Communities," examines a third set of issues related to silencing, the ways in which public schools, supposed to be universally accessible moral communities, engage in patterns of systematic exclusion and yet justify these patterns as being for the common good. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC