Thinking Comprehensively About Education

Spaces of Educative Possibility and their Implications for Public Policy

Edited by Ezekiel Dixon-Román, Edmund W. Gordon

© 2013 – Routledge

288 pages

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Paperback: 9780415894920
pub: 2012-05-20
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About the Book

While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom. Thinking Comprehensively About Education sheds much-needed light on those systems, programs, and practices; conceptualizing education more broadly through a nuanced exploration of:

  • the various spaces where education occurs;
  • the non-dominant practices and possibilities of those spaces;
  • the possibilities of enabling social systems, institutions, and programs of comprehensive education.

This original edited collection identifies and describes the resources that enable optimal human learning and development, and offers a public policy framework that can enable a truly comprehensive educational system. Thinking Comprehensively About Education is a must-read for faculty, students, policy analysts, and policymakers.

Table of Contents

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

About the Editors

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.

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