Invisible Girls: At Risk Adolescent Girls' Writing within and beyond School. Adolescent Cultures, School and Society. Volume 58

Autor/in	Lesley, Mellinee
Titel	Invisible Girls: At Risk Adolescent Girls' Writing within and beyond School. Adolescent Cultures, School and Society. Volume 58
Quelle	(2012), (152 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4331-1494-6
Schlagwörter	Females; Academic Achievement; Adolescents; Public Education; At Risk Students; Social Influences; Writing (Composition); Writing Assignments; Teaching Methods; Writing Instruction; Middle School Students; Dropouts; Poetry; Dating (Social); Cultural Influences; Power Structure; Conflict; Mothers; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Öffentliche Erziehung; Sozialer Einfluss; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lyrik; Poesie; Cultural influence; Kultureinfluss; Konflikt; Mother; Mutter; Computerkonferenz
Abstract	"Invisible Girls" is an examination of twenty-four at-risk adolescent girls' writing practices in a Third Space setting located within a school but outside of the confines of a regular classroom. Through a description of the girls' writing over a three-and-a-half-year period in this setting, Mellinee Lesley details phenomena that both support and suppress at-risk adolescent girls in their quest to achieve academic success through their writing practices. This book offers educators insights into teaching writing to adolescent girls who are falling through the cracks of the public education system in the United States. Much more attention needs to be given to the literacy practices and pedagogical needs of this considerable population of learners. As such, this book is poised to fill a void in the field of literacy for educators who want to prevent the intellectual abandonment of girls drifting invisibly along the corridors of schools. The table of contents provides: (1) "In Middle School, You Like Do the Most Growing Up": Exploring Writing with Adolescent Girls; (2) "I Got No Place Else to Go after School': Theories and Narratives of What Places Adolescent Girls "At Risk" for Dropping Out of School; (3) "If I Feel Like Writing, It's Easier": Adolescent Girls' Discourse Models of Writing in and out of School; (4) "My Poem to Someone I Loved and I Ruined It!": Dating Roles and Cultural Models of Gender; (5) "If a Girl Tell That Other Girl That They Not Afraid of Her That Turns into a Fight": Fighting for Power in and through Writing; (6) "My Mom Sometimes She Could Be Like Cool": Seeking Common Ground in the Labyrinth of Writing To, For, and About Mothers; (7) "I Have to Remember It's Writing and Not Texting": Composing on the Other Side of the Digital Divide; and (8) Writing in the Third Space as a Way to Bring At-Risk Adolescent Girls out of the Periphery of School. (As Provided).
Anmerkungen	Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10