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Becoming Educated

Young People’s Narratives of Disadvantage, Class, Place and Identity

Series:

John Smyth and Peter McInerney

Becoming Educated examines the education of young people, especially those from the most ‘disadvantaged’ contexts. The book argues that because the focus has been obdurately and willfully on the wrong things – blaming students; measuring, testing and comparing them; and treating families and communities in demeaning ways that convert them into mere ‘consumers’ – that the resulting misdiagnoses have produced a damaging ensemble of faulty ‘solutions.’ By shifting the emphasis to looking at what is going on ‘inside’ young lives and communities, this book shifts the focus to matters such as taking social class into consideration, puncturing notions of poverty and disadvantage, understanding neighborhoods as places of hope and creating spaces within which to listen to young peoples’ aspirations. These are a radically different set of constructs from the worn-out ones that continue to be trotted out, and, if understood and seriously attended to, they have the potential to make a real difference in young lives. This is a book that ought to be read by all who claim to know what is in the best interests of young people who are becoming educated.
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Extract

Joseph L. DeVitis & Linda Irwin-DeVitis

G E N E R A LE D I T O R S

← 174 | 175 → As schools struggle to redefine and restructure themselves, they need to be aware of the new realities of adolescents. Thus, this series of monographs and texts is committed to depicting the variety of adolescent cultures that exist in today's troubled world. It is primarily a qualitative research, practice, and policy series devoted to contextual interpretation and analysis that encompasses a broad range of interdisciplinary critique. In addition, this series seeks to address issues of curriculum theory and practice; multicultural education; aggression, bullying, and violence; the media and arts; school dropouts; homeless and runaway youth; gangs and other alienated youth; at-risk adolescent populations; family structures and parental involvement; and race, ethnicity, class, and gender/LGBTQ studies.

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Joseph L. DeVitis & Linda Irwin-DeVitis

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