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They schools*: The price and color o...

Hsiao, Carole Hsi Lin.

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They schools*: The price and color of popular culture and the arts in public education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	They schools*: The price and color of popular culture and the arts in public education./
作者:	Hsiao, Carole Hsi Lin.
面頁冊數:	235 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1614.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175511
ISBN:	054214087X

They schools*: The price and color of popular culture and the arts in public education.
Hsiao, Carole Hsi Lin.

They schools*: The price and color of popular culture and the arts in public education. - 235 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1614.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2005.

The goal of this project is to articulate attitudes of middle school girls as expressed through their production of art and tastes in popular culture. The impetus for the work was to capture elements of identity not seen by the measures of standard tests or other mainstream and conventional apparatus administered by the status quo. The participants were low-income, commonly referred to as at-risk. They were cultural and racial minorities. Their parents had limited educational attainment. Educationally, they themselves have been assessed at and placed in special education or low-track settings.

ISBN: 054214087XSubjects--Topical Terms:

576301
Education, Curriculum and Instruction.

They schools*: The price and color of popular culture and the arts in public education.
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520 $a The goal of this project is to articulate attitudes of middle school girls as expressed through their production of art and tastes in popular culture. The impetus for the work was to capture elements of identity not seen by the measures of standard tests or other mainstream and conventional apparatus administered by the status quo. The participants were low-income, commonly referred to as at-risk. They were cultural and racial minorities. Their parents had limited educational attainment. Educationally, they themselves have been assessed at and placed in special education or low-track settings.
520 $a This work foregrounds the student voice in the context of race and class. The work uncovers how the young women see themselves fitting into society where they utilize the language of popular culture and a culture derived from their heritage to challenge and question predominant ideologies. The question asks, as an educator or other adult working in the community, how can this student voice be amplified so that critical thinking skills can be recognized and developed? How might those working with youth begin to understand the complexities of the messages such young women are sending forth? The sampling of young women has been selected due to the prevalence of class issues. Their residence in a low-income community forces its residents to depend on resources assigned by municipalities which govern the area. These circumstances limit yet assign meaning to the girls' life experience. The question of how that is played out in forms of the arts and popular culture by these young women is demonstrated.
520 $a This work foregrounds young people's voices. The complexities of the needs of this population are best seen through the high percentage of young pregnant women and young men in prison, individuals who become dependent on society in one way or another for the rest of their lives. Without some sort of better understanding of why these young people make the choices they do, there is no reason to believe that the cycles of poverty unemployment, imprisonment, early pregnancy, prostitution, truancy and the like will be broken.
520 $a *Dead Prez (2000). They Schools [Music Recording]: Relativity Records.
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