High School Equivalency as Counter-Space

Autor/in	Schwartz, Joni
Titel	High School Equivalency as Counter-Space
Quelle	In: New Directions for Adult and Continuing Education, (2014) 144, S.37-47 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
DOI	10.1002/ace.20112
Schlagwörter	Ethnography; Urban Education; General Education; High School Equivalency Programs; African American Students; Males; Minority Group Students; Adult Education; Justice; Critical Theory; Race; Social Environment + Suchen Sie Ihr Suchwort? Ethnografie; Stadtteilbezogenes Lernen; Allgemein bildendes Schulwesen; Allgemeinbildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Gerechtigkeit; Kritische Theorie; Rasse; Abstammung; Soziales Umfeld
Abstract	This chapter is based on the findings of an ethnographic study of an urban General Education Development (GED®) program and suggests that, for some marginalized African American and other young men of color, adult education programs are counter-spaces (Yosso, Ceja, Smith, & Solorzano, [Yosso, T., 2009]) of spatial justice in opposition to previous negative school spaces. The chapter is framed from the perspective of critical race theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10