Social difference and schooled identity at a Mexican secundaria. American Educational Research Journal, 34(1), 39–81 Public goods, private goods: The American struggle over educational goals. Kincheloe J., Steinberg S., Villaverde L. School factors and delinquency: A study of African American youths. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. Ann Arbor: The University of Michigan Press Bad boys: Public schools in the making of Black masculinity. Tenorio (Eds.), Rethinking schools: An agenda for change. Teachers, culture, and power: An interview with Lisa Delpit. Massachusetts: Blackwell Publishersĭelpit L. ![]() Toward a tribal critical race theory in education. Austin: University of Texas Pressīennett K., LeCompte M. Holquist (trans.), The dialogic imagination: Four essays by M. ![]() ![]() Social class and the hidden curriculum of work. Implications for schools and pedagogy are discussed.Īnyon J. To the youth, “street smarts” are more important because they are connected to being able to maneuver through structures in their lives such as poverty, the police, street culture, and abusive “others.” This distinction is key because street smarts stress agency in countering social structures whereas, for many of the youth, book smarts represented those structures, such as receiving a high school diploma. This distinction is a direct challenge by the youth to the dominant discourse of smartness or “book smarts” as it operates in schools. The youth made key distinctions between being book smart vs. Using Holland et al.’s ( 1998) concept of “figured worlds,” this paper explores the “figuring” of smartness through the perspectives of marginalized youth. How smartness is defined within schools contributes to low academic achievement by poor and racial/ethnic minority students.
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