1st Edition
Urban Educational Identity Seeing Students on Their Own Terms
Acknowledgements
Series Editor Introduction
Chapter 1: Rethinking Urban Education
Vignette: Can I get into Trouble? Negotiating the Terms of Research
Chapter 2: Ohio Magnet School Before and After Brown
Vignette: "See What We Don’t Have:" The Myth of the Boutique School
Chapter 3: "State Standards are the Minimum of What We Do"
Vignette: Winter Formal Assembly
Chapter 4: Excellent Intentions: Racialized Enrollment Practices of a Successful? Urban School
Vignette: International Baccalaureate Theory of Knowledge Course at OMS
Chapter 5: Urban Cachet
Vignette: Mr. Hart’s English and History "Split" Class
Chapter 6: Those Students
Vignette: "He Just Gave Us All the Answers:" Boys Participation in 10th Grade Humanities
Chapter 7: On Their Own Terms
Appendix I: Getting in Trouble
Appendix II: Recommendations
Biography
Sara M. Childers is an independent scholar and assistant director of The Women's Place, the women's policy office at The Ohio State University. She resides in Dublin, Ohio, USA.
“This book is an important contribution to the literature on urban education. It refutes the deficit and pathology-driven orientations so common to studying schools, school reform, and youth from historically marginalized urban areas. The author’s analysis provides a powerful testament to how one particular school is finding success through a hopeful, positive, and potential-driven lens.” –Brian D. Schultz, Bernard J. Brommel Distinguished Research Professor and Department Chair, Educational Inquiry and Curriculum, Northeastern Illinois University
“In an era of shrinking resources for public education and inner-city schools confronting daily unkempt, sleepy children from troubled families, this book offers a story that is at once grim and full of hope.” –From the Foreword by Richard Delgado, John J. Sparkman Chair of Law, The University of Alabama
“Urban Educational Identity articulates the complexities and paradoxes of U.S. urban education and is an exemplar of necessary shifts in policy studies, theory, and methodology. Childers provides a refreshing model of how to think poststructurally with race theory, deftly arguing that without these co-thinkings the discursive and material complexities of urban education—such as how equity and excellence are defined and experienced through daily practices and policies—will continue to be overlooked.” –Wanda Pillow, Associate Professor of Education and Gender Studies, University of Utah
