Invisible Children in the Society and Its Schools (Sociocultural, Political, and Historical Studies in Education)From Routledge
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Invisible Children in the Society and Its Schools (Sociocultural, Political, and Historical Studies in Education)From Routledge
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The authors in this book use the metaphors of invisibility and visibility to explore the social and school lives of many children and young people in North America whose complexity, strengths, and vulnerabilities are largely unseen in the society and its schools. These “invisible children” are socially devalued in the sense that alleviating the difficult conditions of their lives is not a priority—children who are subjected to derogatory stereotypes, who are educationally neglected in schools that respond inadequately if at all to their needs, and who receive relatively little attention from scholars in the field of education or writers in the popular press. The chapter authors, some of the most passionate and insightful scholars in the field of education today, detail oversights and assaults, visible and invisible, but also affirm the capacity of many of these young people to survive, flourish, and often educate others, despite the painful and even desperate circumstances of their lives. By sharing their voices, providing basic information about them, and offering thoughtful analysis of their social situation, this volume combines education and advocacy in an accessible volume responsive to some of the most pressing issues of our time. Although their research methodologies differ, all of the contributors aim to get the facts straight and to set them in a meaningful context. New in the Third Edition: Chapters retained from the previous edition have been thoroughly revised and updated, and five totally new chapters have been added on the topics of:*young people pushed into the “school-to-prison” pipeline; *the “environmental landscape” of two out-of-school Mexican migrant teens in the rural Midwest;*the perceptions and practices, in and outside schools, that construct African American boys as school failures;*negative portrayals of blackness in the context of understanding the “collateral damage of continued white privilege”; and *working-class pregnant and parenting teens’ efforts to create positive identities for themselves. Of interest to a broad range of researchers, students, and practitioners across the field of education, this compelling book is accessible to all readers. It is particularly appropriate as a text for courses that address the social context of education, cultural and political change, and public policy, including social foundations of education, sociology of education, multicultural education, curriculum studies, and educational policy.
Invisible Children in the Society and Its Schools (Sociocultural, Political, and Historical Studies in Education)From Routledge- Published on: 2015-11-24
- Original language: English
- Dimensions: 9.00" h x .75" w x 6.00" l, 1.34 pounds
- Binding: Hardcover
- 328 pages
About the Author Books, State University of New York-College at New Paltz.
Where to Download Invisible Children in the Society and Its Schools (Sociocultural, Political, and Historical Studies in Education)From Routledge
Most helpful customer reviews
4 of 4 people found the following review helpful. invisble children By Jeffery Mingo This anthology discusses young students that face problems that educators often do not see, thus rendering them "invisible": subjects include battered girls, Appalachians, immigrants, gay youth, among others. This book tries to juggle race, class, and gender matters, but it so heavily focuses on girls that I would almost consider it a women's studies text. I am a bit worried that the contributors are trying to say, "It's not just students of color and disabled students that face oppression at schools!" in ways that may divert much-needed attention to those two groups. Still, I am willing to give these writers the benefit of the doubt.This book does a good job of balancing theory with quotes from interviewees. It was neither too academically jargonized nor too touchy-feely. I love the art on the cover and how well it represents the problem at hand.This book effectively illustrates how children who face problems outside the school cannot be optimal learners. For example, if a child is homeless and bounced from place to place, his attendance may suffer. If a girl is beaten at home, she may spend more time hiding her bruises than focusing on studying. I love the holistic perspective here.Though this book was designed for well-meaning teachers, it also, thankfully, find fault in many teachers. This book gave numerous examples of how teachers reward the children like them and neglect the children not like them. It talks of how teacher are prejudiced against working-class students and students with AIDS patients in their family. I love that it documents how discrimination is meted out in the classroom everyday by the people one would think would be above bigotry.Published in the late 1990s, the book takes former President Clinton to task for PRWORA and "ending welfare as we know it." I think those of us who deem ourselves progressive should accept constructive critique from our allies. However, in a way, this book felt dated. I highly doubt the Republican-created No Child Left Behind Act has helped these students. I doubt voucher advocates have helped them either. If the left has failed invisible students, can anyone say the right has done a better job?This book is thoughtful, yet also a quick read. It should be useful for undergraduates and graduate students in education departments.
0 of 0 people found the following review helpful. A must read for educators! By Michelle L. Noplis This book was very interesting, I was dreading it because it was assigned but was pleasantly surprised. It is not preachy or idealistic, more factual with realistic examples. Also, a good primer for the history of education laws. This book is dry, without a lot of fluff- I like that kind of thing but others do not.
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