NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1159207
Record Type: Journal
Publication Date: 2017-Dec
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0859
EISSN: N/A
Talking Back at School: Using the Literacy Classroom as a Site for Resistance to the School-to-Prison Pipeline and Recognition of Students Labeled "At-Risk"
Martin, Jennifer L.; Beese, Jane A.
Urban Education, v52 n10 p1204-1232 Dec 2017
Teaching writing to students of high need in an urban school is simultaneously pedagogical, curricular, and political. Students labeled "at-risk" for school failure often have lowered expectations placed upon them from without that impact how they feel within. Compounding this problem of perception is the real issue of heightened surveillance on these students, including the disturbing trend of involving the police when students break the rules of the school; in addition, their own history of juvenile incarceration often exacerbates their school failure. This article addresses these issues in an urban context, as well as provides insight into literacy teaching that assists students in the acquisition of knowledge, literacy, and expression.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A