Reconstructing 'dropout': A Critical Ethnography of the Dynamics of Black Students' Disengagement from School

Forside
University of Toronto Press, 1997 - 288 sider

As many as one million untrained youths will enter the Canadian labour market by the year 2000. And yet, 60 per cent of jobs being created in Canada require at least a high school education. The drop-out rate is one of the most crucial issues that Canadian educators face.

Traditionally, we have pinned dropping out on individual failure or specific situations such as pregnancy, substance abuse, and family troubles. The authors of this book suggest that the problem is more complex. Race, class, gender, and other forms of social difference can affect how education is delivered. For Black students, whose drop-out rate is disproportionately high, race is a key element in disengagement. The authors turn to the experiences of Black and non-Black students, teachers, parents, and community workers to try and reconstruct the social, structural, and institutional practices that lead Black youth to lose interest in and leave school.

Based on a three-year study in the greater Toronto area, Reconstructing 'Dropout' establishes a new frame of reference for understanding the dilemma. It is a call for social action and transformation that should not be ignored by researchers, teachers, administrators, and the Black community at large.

 

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Innhold

Terms and Ideas of Renewal
1
Concepts and Realities
37
The Renewal of Theology
68
The Reform of the Liturgy from a Renaissance Perspective
88
The Schools of Paris and the School of Chartres
113
A Social Perspective
138
Commentary and Hermeneutics
173
Schools Preachers and New Attitudes to the Page
201
The North
671
The Dialectic of Development
711
Contributors
759
Index
1075
FOREWORD vii
ACKNOWLEDGMENTS XV
Research Methodology 31
31
The Social Construction of a Dropout Dispelling
46

Toulouse and Its Region
229
Audience and Patronage
248
Consciousness of Self and Perceptions of Individuality
263
The Revival of Jurisprudence
299
Institutional Foundations of the New Jurisprudence
324
Two Models from Roman Antiquity
339
Visions of Past and Future
387
Translations and Translators
421
The Culmination of the Old Logic in Peter Abelard
488
A TwelfthCentury
512
LITERATURE
537
Profane Elements in Literature
569
The Rise of Literary Fiction
593
The New Fascination with Ancient Rome
615
Rome and Italy
637
Understanding Student Disengagement 64
64
Intersections of Race Class and Gender 85
85
Authority Power and Respect 106
106
Streaming and Teacher Expectations Social Change
115
Curriculum Content and Connection 137
137
Framing Issues of Identity and Representation 150
150
The Colour of Knowledge Confronting Eurocentrism 169
169
Family Community and Society 189
189
Visions of Educational and Social Change 199
199
The Missing Link 220
220
APPENDICES 255
255
REFERENCES 269
269
SUBJECT INDEX 285
285
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Om forfatteren (1997)

George J. Sefa Dei is Professor, Department of Sociology in Education, University of Toronto.

Josephine Mazzuca and Jasmin Zine are both doctoral candidates of sociology in education at OISE/UT.

Elizabeth McIsaac currently teaches at Centennial College.

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