Trampling over or Traveling with? Reconsidering the Culture of Achievement

Autor/inn/en	Herr, Kathryn; Naiditch, Fernando
Titel	Trampling over or Traveling with? Reconsidering the Culture of Achievement
Quelle	In: Language Arts, 88 (2011) 5, S.356-364 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Middle School Students; Single Sex Schools; Males; Ethnic Groups; Low Income Groups; Low Achievement; Educational Experience; Humanities; Classroom Environment; Teacher Student Relationship; Self Disclosure (Individuals); Safety; Group Dynamics; Responsibility; Sharing Behavior + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Ethnie; Unterdurchschnittliche Leistung; Bildungserfahrung; Geisteswissenschaften; Humanwissenschaften; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Sicherheit; Gruppendynamik; Verantwortungsübernahme; Zuständigkeit
Abstract	Low-income male students of color are among the populations experiencing the least amount of success in the current arrangements of school, described by some as part of the "the boy crisis" in education. This article draws on a year long ethnographic study of a single-sex, all-male classroom in a public middle school. It explores their experiences in a Humanities class (Language Arts and Social Studies) where, with their teacher, the boys gradually constructed a collective sense of collaboration and achievement. The paper responds to Gutierrez's (2008) call for a new vision of educating youth that includes redesigning what counts as the teaching and learning of literacy. The authors, using Gutierrez's conception of "a third space" as well as work by Freire (1970, 1994), describe how this class recreated their classroom space in the midst of school wide practices and curricula driven by high-stakes assessment. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10