東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The broken mic: Student struggles f...

Silva, Elena Michele.

FindBook

Google Book

Amazon

博客來

The broken mic: Student struggles for voice, power and position in urban school reform.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The broken mic: Student struggles for voice, power and position in urban school reform./
作者:	Silva, Elena Michele.
面頁冊數:	266 p.
附註:	Chair: Pedro Noguera.
Contained By:	Dissertation Abstracts International63-09A.
標題:	Anthropology, Cultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3063551
ISBN:	0493824499

The broken mic: Student struggles for voice, power and position in urban school reform.
Silva, Elena Michele.

The broken mic: Student struggles for voice, power and position in urban school reform. - 266 p.

Chair: Pedro Noguera.

Thesis (Ph.D.)--University of California, Berkeley, 2002.

Based on three years of research with the Diversity Project, a collaborative action-research project between Berkeley High School and UC-Berkeley, this ethnography of students as researchers and reformers examines the challenges, contradictions and possibilities of student inclusion in the traditionally adult-driven process of high school reform. Set in the context of a large, desegregated public high school and its struggles to overcome persistent racial and class inequities, this research explores the efforts of one group of students as they attempt to influence their school's reform plans. By focusing on the perspectives and experiences of students, this study calls attention to the diversity and complexity of student voice and challenges the notion of “student” as a unitary, invariable and passive subject in schools. At the same time, this study examines the efforts of the school to create more student-inclusive and collaborative reforms, pointing to the many conflicts and contradictions of contemporary school reform processes.

ISBN: 0493824499Subjects--Topical Terms:

735016
Anthropology, Cultural.

The broken mic: Student struggles for voice, power and position in urban school reform.
LDR:03008nam 2200301 a 45 001 927626
005 20110425
008 110425s2002 eng d
020 $a 0493824499
035 $a (UnM)AAI3063551
035 $a AAI3063551
040 $a UnM $c UnM
100 1 $a Silva, Elena Michele. $3 1251189
245 1 0 $a The broken mic: Student struggles for voice, power and position in urban school reform.
300 $a 266 p.
500 $a Chair: Pedro Noguera.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3150.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2002.
520 $a Based on three years of research with the Diversity Project, a collaborative action-research project between Berkeley High School and UC-Berkeley, this ethnography of students as researchers and reformers examines the challenges, contradictions and possibilities of student inclusion in the traditionally adult-driven process of high school reform. Set in the context of a large, desegregated public high school and its struggles to overcome persistent racial and class inequities, this research explores the efforts of one group of students as they attempt to influence their school's reform plans. By focusing on the perspectives and experiences of students, this study calls attention to the diversity and complexity of student voice and challenges the notion of “student” as a unitary, invariable and passive subject in schools. At the same time, this study examines the efforts of the school to create more student-inclusive and collaborative reforms, pointing to the many conflicts and contradictions of contemporary school reform processes.
520 $a This dissertation draws on critical theories of reproduction, agency and democracy in schools (Giroux 1983, MacLeod 1991, Willis 1977, Freire 1985) and literature on secondary school change (Oakes 2001, Fine 1991, Lee, Bryk & Smith 1993), youth engagement, participation and identity (Olsen 1997, Eckert 1989, Davidson 1996, Suarez-Orozco 1995) as well as an emerging field of research on student voice (Fielding 2001, Quiroz 2001, Rudduck 1999). Providing organizational and socio-cultural analyses of “student voice” efforts, this dissertation demonstrates how “inclusive” reforms often unwittingly exclude the least powerful voices and maintain a hierarchy of power and privilege within schools and school reform. Ultimately, through this description and analysis of the experiences of students as researchers and participants in their school's reform process, this dissertation offers a window into the rhetoric and reality of democracy, diversity and equity in public school reform.
590 $a School code: 0028.
650 4 $a Anthropology, Cultural. $3 735016
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Sociology of. $3 626654
690 $a 0326
690 $a 0340
690 $a 0533
710 2 0 $a University of California, Berkeley. $3 687832
773 0 $t Dissertation Abstracts International $g 63-09A.
790 $a 0028
790 1 0 $a Noguera, Pedro, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3063551