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2007 AESA Critics’ Choice Award
Looks at the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy.
Late to Class presents theoretical, empirical, and pedagogical perspectives on social class and schooling in the United States. Grounding their analyses at the intersections of class, ethnicity, gender, geography, and schooling, the contributors examine the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy. Together, they explore the salience of class in understanding the social, economic, and cultural landscapes within which young people in the United States come to understand the meaning of their formal education in times of changing opportunity.
“…examines issues of class difference across race, gender, and geography to provide an expansive exploration of schooling within changing economic structures.” — CHOICE
“Sociologists with strong interests in social class and education will definitely want to take a look at this book…” — Teaching Sociology
“…one of the most important characteristics of the book … is its attempt to answer the question of ‘What is to be done?’ By taking seriously the issue of ‘emancipatory’ pedagogies (the plural is crucial here), [the authors] … are not satisfied with bearing witness to negativity—although this is a crucial act for researchers to engage in. They also want to open the spaces for possible interruption and intervention. As I have argued at length elsewhere, this is one of the more significant roles that critical scholars can play in a time of conservative attacks on everything we hold dear … this is a book that deserves our attention.” — from the Foreword by Michael W. Apple
“Anyone who reads this volume will find it difficult to deny the many ways in which class can shape and be shaped by the experiences of children in schools. This is a groundbreaking book.” — Cynthia Gerstl-Pepin, coauthor of Re-framing Educational Politics for Social Justice
Contributors include Michael W. Apple, Richard Beach, Ellen Brantlinger, Van Dempsey, Cheryl Fields-Smith, Margaret A. Gibson, Beth Hatt, Deborah Hicks, Bill J. Johnston, Stephanie Jones, Jill Koyama, Janice Kroeger, Timothy Lensmire, George W. Noblit, Daryl Parks, Maike Ingrid Philipsen, Amanda Thein, Luis Urrieta Jr., and Jane A. Van Galen.
Deborah P. Britzman is Distinguished Research Professor at York University. She is the author of many books, including The Very Thought of Education: Psychoanalysis and the Impossible Professions; After-Education: Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning; and Lost Subjects, Contested Objects: Toward a Psychoanalytic Inquiry of Learning, all published by SUNY Press.
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