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The Rose That Grew from Concrete

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  • Format: Paperback
  • Copyright: 2009-08-15
  • Publisher: Univ of Alberta Pr
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Quality of education is a topic as important to Canadians as national health care, but what happens when students start to fall between the cracks in the system? Diane Wishart interviewed many at-risk students in an urban high school, including a number of aboriginal students. What Wishart discovered weren’t statistics, but teens and their experiences, needs, and personalities. The qualitative analysis that comes from these interviews doesn’t supply a blueprint to fix the educational system. What it does do is give a fresh, objective viewpoint for policy makers, scholars, teachers, and the general public to consider.

Author Biography

Diane Wishart has worked intensively with disenfranchised students. She has a doctorate in Educational Policy Studies from the University of Alberta and resides in Edmonton.

Table of Contents

Prefacep. ix
Introductionp. xii
Framing The Storyp. 1
Teachers and Students Finding Balancep. 3
Values and "Victims"p. 10
Engaging Studentsp. 19
Conforming, Confronting, Co-creatingp. 39
Comfort that Eludes: Programs For Disenfranchised Urban Aboriginal Youthp. 43
The Limitations of Experiencep. 43
The Tensions of Togethernessp. 44
Deconstructing "Regular"p. 47
Consciousness-raising Educationp. 50
Feeling Uncomfortable in Schoolsp. 56
Becoming Comfortable in Schoolsp. 60
Constructing the "Self": Opposition and Acceptance in Public Schoolsp. 65
Race and Class Disadvantagep. 65
White and Disenfranchisedp. 71
White and Privilegedp. 80
Gender and Disenfranchised Urban Youthp. 82
Female and Middle Classp. 89
Learning from Listeningp. 90
Other Tensions: Schools, Teachers, and Studentsp. 93
The Dangers of Labellingp. 94
Origins of the Term "At Risk"p. 96
The Institution and the Economy: How and Why Alberta Produces and Supports Labelling and "Treatment"p. 99
WRS as an Alberta Institutionp. 102
Struggles to De-codep. 106
Understanding School Practices and Critical Literacyp. 109
Creating the Conditions to Break the Status Quop. 110
Popular Theatre and Media at WRSp. 119
Critical Literacy in Higher-level Classes and the Example Issue of Police Brutalityp. 125
Conclusions: The Story Speaksp. 131
The Process of Discoveryp. 132
What the WRS Model has to Offerp. 135
Disrupting the Status Quo through Uncomfortable Conversationsp. 138
Tensions of Pedagogy Revealedp. 140
The WRS Model and Its Potential Contributions to the Sociology of Educationp. 141
Notesp. 147
Bibliographyp. 153
Indexp. 157
Table of Contents provided by Ingram. All Rights Reserved.

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