1st Edition
Thinking Comprehensively About Education Spaces of Educative Possibility and their Implications for Public Policy
Acknowledgments
Foreword, Angela Glover Blackwell
Chapter 1 Introduction: Social Space and the Political Economy of Education Conceived Comprehensively, Ezekiel Dixon-Román
Chapter 2 Toward a Re-conceptualization of Education, Edmund W. Gordon with Paola Heincke and Kavitha Rajagopalan
Social Systems & the Produced Spaces of Education Comprehensively Conceived
Chapter 3 Products of the Revolution: The Social System of Comprehensively Conceived Education in Cuba, Ezekiel Dixon-Román
Chapter 4 The Ethnic System of Supplementary Education: Lessons from Chinatown and Koreatown, Los Angeles, Min Zhou
Chapter 5 San Diego’s Diamond Neighborhoods and The Jacobs Center for Neighborhood Innovation, Andrea Yoder Clark & Tracey Bryan
Programmatic & Institutional Production of Spaces of Education Comprehensively Conceived
Chapter 6 Re-Storying the Spaces of Education through Narrative, Lalitha Vasudevan & Kristine Rodriguez
Chapter 7 The Drum in the Dojo: Re-sounding Embodied Experience in Taiko Drumming, Kimberly Powell
Non-Dominant Everyday-Spatial Practices of Education Comprehensively Conceived
Chapter 8 The Cultural Modeling of Comprehensively Conceived Education, Carol Lee
Chapter 9 Theoretical Analysis of Resilience and Identity: An African American Engineer’s Life Story, Ebony McGee & Margaret Beale Spencer
Chapter 10 Exploring Educative Possibility Through the Process of Learning in Youth Sports, Na’ilah Nasir
Chapter 11We are the Ones: Educative Possibilities in Youth Poetry, Korina Jocson
Toward a Public Policy Agenda on Education Comprehensively Conceived
Chapter 12 The Challenges of Developing a Robust Knowledge Base on Complementary Education: Toward a Policy Relevant Research Agenda, Jacob Leos Urbel & J. Lawrence Aber
Chapter 13 A Broader and Bolder Approach for Newark, Lauren Wells & Pedro Noguera
Chapter 14 School Reform: A Limited Strategy in National Education Policy, Edmund W. Gordon & Paola Heincke
Biography
Ezekiel Dixon-Román is an assistant professor of social policy in the School of Social Policy & Practice at the University of Pennsylvania.
Edmund W. Gordon is the John M. Musser Professor of Psychology, Emeritus at Yale University; Richard March Hoe Professor, Emeritus of Psychology and Education, at Teachers College, Columbia University; and Director Emeritus of the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University.
