Beyond Silenced Voices

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Beyond Silenced Voices
Class, Race, and Gender in United States Schools

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Lois Weis - Editor
Michelle Fine - Editor

SUNY series, Frontiers in Education

N/A
Hardcover - 450 pages

Release Date: January 1993

ISBN10: 0-7914-1285-7
ISBN13: 978-0-7914-1285-5

N/A
Paperback - 450 pages

Release Date: January 1993

ISBN10: 0-7914-1286-5
ISBN13: 978-0-7914-1286-2

Link to Beyond Silenced Voices, Revised Edition

Summary

This book addresses race, class, and gender in education in the United States. It debates the issues of institutionalized power and privilege, and the policies, discourses, and practices that silence powerless groups.

At the center of the silence are the most critical and powerful voices of all -- children and adolescents with their relentless desire to be heard and to survive. Weis and Fine go beyond examining policies, discourse, and practices to call up the voices of young people who have been expelled from the centers of their schools and our culture to speak as interpreters of adolescent culture -- among them, lesbian and gay students who have been assaulted in their schools; adolescent women burying their political and personal resistances the moment their bodies "fill out;" young men and women struggling for identities amid the radically transforming conditions of late twentieth-century capitalism; and Native American college students almost wholly excluded from the academic conversation.

"The value of this collection is that many of the researchers address perspectives historically absent from volumes of this kind: namely the perspectives of youth on all aspects of sexuality, race, and education." -- Deborah P. Britzman, State University of New York at Binghamton

Lois Weis is Professor and Associate Dean in the Graduate School of Education at the State University of New York at Buffalo. She is editor of Class, Race, and Gender in American Education; Crisis in Teaching: Perspectives on Current Reforms; Dropouts from School: Issues, Dilemmas, and Solutions; and Critical Perspectives on Early Childhood Education, all published by SUNY Press.

Michelle Fine is Professor of Psychology at the City University of New York Graduate Center. She is author of Framing Dropouts: Notes on the Politics of an Urban High School, also published by SUNY Press.

Table of Contents

Acknowledgments

Introduction
Michelle Fine and Lois Weiss

PART I: STRUCTURING SILENCE: POLICIES AND PRACTICE

1. Breaking through the Barriers: African American Job Candidates and the Academic Hiring Process
Roslyn Arlin Mickelson, Stephen Samuel Smith, and Melvin L. Oliver

2. Gifted Education and the Protection of Privilege: Breaking the Silence, Opening the Discourse
Mara Sapon-Shevin

3. Testing and Minorities
Walter Haney

4. Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire
Michelle Fine

5. Empowering Minority Students: A Framework for Intervention
Jim Cummins

6. The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children
Lisa D. Delpit

PART II: FROM THE MARGINS TO THE CENTER: BEYOND SILENCED VOICES

7. Joining the Resistance: Psychology, Politics, Girls, and Women
Carol Gilligan

8. Voices of Resistance: Young Women Readers of Romance Fiction
Linda K. Christian-Smith

9. Disruptions: Improper Masculinities and Schooling
R. W. Connell

10. Choices, Not Closets: Heterosexism and Homophobia in Schools
Richard A. Friend

11. White Male Working-Class Youth: An Explorations of Relative Privilege and Loss
Lois Weis

12. Dropouts and the Silencing of Critical Voices
Robert B. Stevenson and Jeanne Ellsworth

13. Resisting Racism: Personal Testimonies of African-American Teachers
Michele Foster

14. Constructing Race at an Urban High School: In Their Minds, Their Mouths, Their Hearts
Jody Cohen

15. The College Experience of Native Americans: A Critical Analysis
William G. Tierney

16. Beyond the Poverty of Theory in Race Relations: Nonsynchrony and Social Difference in Education
Cameron McCarthy

Notes

Contributors

Index

Related Subjects

Curriculum
Education
Education Policy and Leadership
Social Context of Education

21823/23120(PR//)

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