For Whom the School Bell Tolls: Conflicting Voices inside an Alternative High School

Autor/in	Kim, Jeong-Hee
Titel	For Whom the School Bell Tolls: Conflicting Voices inside an Alternative High School
Quelle	In: International Journal of Education & the Arts, 7 (2006) 6, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Curriculum Development; Nontraditional Education; Personal Narratives; Accountability; Educational Experience; Dropouts; Expulsion; Academic Failure; High Risk Students; Public Schools; Interviews; Suspension; Zero Tolerance Policy; Federal Legislation; Discipline Problems; Arizona + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Non-traditional education; Alternative Erziehung; Erlebniserzählung; Verantwortung; Bildungserfahrung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Relegation; Problemschüler; Public school; Öffentliche Schule; Interviewing; Interviewtechnik; Ausschluss; Schulausschluss; Bundesrecht
Abstract	This article is a study of conflicting voices inside an alternative high school in Arizona. Voices of alternative schools are, quite often, not included in the discourse of curriculum reform even though the number of alternative schools is growing every year. Bakhtinian novelness of polyphony, chronotope, and carnival are incorporated into an arts-based, storied form of representation to provoke empathic understanding among readers. Multiple voices (polyphony) of the school are juxtaposed within a certain time and space (chronotope) while all the different voices are valued equally (carnival) to represent conflicting views on public alternative school experiences. The purpose of the article is to provide readers with vicarious access to tensions that exist in an alternative school, so that they may engage in questioning the nature and purpose of these spaces. In so doing, the study aims to promote dialogic conversations about "best practice" for disenfranchised students who are subject to experiencing educational inequalities in the current era of accountability and standardization. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10