Against the Odds: Poor Kids, Poorer Schools, and Unexpected Success

Autor/in	Muriel, Pablo
Titel	Against the Odds: Poor Kids, Poorer Schools, and Unexpected Success
Quelle	(2019), (191 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Hofstra University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-3106-7
Schlagwörter	Hochschulschrift; Dissertation; Educational Experience; Disadvantaged Schools; High School Graduates; Literacy; Academic Achievement; Family Relationship; Teacher Student Relationship; Teaching Methods; Social Justice; Working Class; Economically Disadvantaged; Social Change; Activism + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungserfahrung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Arbeiterklasse; Sozialer Wandel; Aktivismus; Politischer Protest
Abstract	This study is a qualitative analysis of guided reflections on the educational experiences of five former students who attended schools in the poorest congressional district in the United States. While the students did not all know each other or attend the same secondary schools, they all had the same high school social studies teacher, the researcher, who emphasized involvement in civic activism and used it to promote student literacy and academic achievement. Each of these students graduated from high school, obtained a college degree, started professional careers, and returned to their former community as committed political activist. This study is based on analysis of "conversations" that included extended open-ended interviews about students' educational life histories. Of particular interest were students' literacy practices, academic achievement, family support, and the impact of memorable teachers and/or teaching approaches. Although students were not asked to reflect upon or to discuss my teaching approach, which focuses on critical pedagogy, student activism, dialogue, and advocacy the participants did identify this pedagogical approach as crucial in terms of the development of their literacy, awareness, and commitment to social justice. All five students finished high school, graduated from college, and returned to their home communities to work as teachers and change agents. The study examines Gramsci's (year) argument that social change requires the working-class and poor to become conscious of their position in society, to develop their own new hegemonic ideas, and to work to change conditions for all. As a leftist teacher, I am committed to supporting the development of working-class organic intellectuals with a commitment to social transformation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01