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ERIC Number: EJ801792
Record Type: Journal
Publication Date: 2008-Jul
Pages: 20
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0951-8398
Professional Movements, Local Appropriations, and the Limits of Educational Critique: The Cultural Production of Mixed Messages at an Urban Middle School
Niesz, Tricia
International Journal of Qualitative Studies in Education (QSE), v21 n4 p327-346 Jul 2008
Although critical ethnographers have explored in some depth the ways that social critique informs how youth assess their schooling experiences, the implications of social critique by educators themselves have been of much less interest. Yet, numerous professional educational movements have been wrought from social critique or, at the very least, from critique of school practices that fail to contribute to more equitable social outcomes. Featuring one middle-school classroom contextualized by such movements in the field of education, this article presents an analysis of student appropriations of the messages embedded in a year-long community service-learning project. The project engaged students in democratic action framed by the question: "Do our voices count?" It is argued that while students embraced a newfound political agency through this work, the lack of opportunity to question individualism, the structural dimensions of urban poverty and their own relative privilege in the school ultimately produced social divisions rather than social critique. (Contains 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania