Literaturnachweis - Detailanzeige
Autor/in | Schwartz, Joni |
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Titel | High School Equivalency as Counter-Space |
Quelle | In: New Directions for Adult and Continuing Education, (2014) 144, S.37-47 (11 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1052-2891 |
DOI | 10.1002/ace.20112 |
Schlagwörter | Ethnography; Urban Education; General Education; High School Equivalency Programs; African American Students; Males; Minority Group Students; Adult Education; Justice; Critical Theory; Race; Social Environment Ethnografie; Stadtteilbezogenes Lernen; Allgemein bildendes Schulwesen; Allgemeinbildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Gerechtigkeit; Kritische Theorie; Rasse; Abstammung; Soziales Umfeld |
Abstract | This chapter is based on the findings of an ethnographic study of an urban General Education Development (GED®) program and suggests that, for some marginalized African American and other young men of color, adult education programs are counter-spaces (Yosso, Ceja, Smith, & Solorzano, [Yosso, T., 2009]) of spatial justice in opposition to previous negative school spaces. The chapter is framed from the perspective of critical race theory. (As Provided). |
Anmerkungen | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |