In Our Own Words: StudentsO Perspectives on School / Edition 1

by Jeffrey Shultz, Alison Cook-Sather, Maribelis Alfaro, Quentina Judon, Kristin Dunderdale

Overview

If educational reform is to succeed, it must attend to the perspectives of students—those most directly affected by schooling but least often consulted about its efficacy. This is the premise of the first book both to feature student perspectives on school and to foreground student voices; middle and high school students are the primary authors of the eight chapters collected in this volume aptly titled In Our Own Words. Reflecting differences of gender, racial, and ethnic background, and school context, the student authors write passionately and eloquently about their experiences of and desires for school. Through their explorations of topics as diverse as bilingual education, class cutting, teacher bias, race relations in school, what girls need from their education, and innovative curricular models, these student authors not only counter stereotypes of apathetic teenagers but also clearly identify what hinders and what supports their learning. For both the insights offered and the freshness of the students' voices, this collection is a must read for anyone who has a stake in making school a place where students can and want to learn.

Product Details

ISBN-13:	9780847695669
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	10/09/2001
Edition description:	New Edition
Pages:	208
Product dimensions:	5.84(w) x 8.96(h) x 0.47(d)

About the Author

Jeffrey Shultz is professor of education and coordinator of Multidisciplinary Programs at Arcadia University. He co-edited Journeys Through Ethnography: Realistice Accounts of Fieldwork (with Annette Lareau).

Alison Cook-Sather is assistant professor and director of the Bryn Mawr/Haverford Education Program. She co-designed with Ondrea Reisinger a programmatic approach to including high school students' perspectives in undergraduate, secondary teacher preparation.

Table of Contents

Chapter 1 Introduction: Starting Where the Learner Is: Listening to Students Chapter 2 Our World Chapter 3 Speaking Out Loud: 'Every Woman for Herself' Chapter 4 What's Your Bias? Cuts on Diversity in a Suburban Public School Chapter 5 Cutting Class: Perspectives of Urban High School Students Chapter 6 An education for what? Reflections of Two High School Seniors on School Chapter 7 Caught in the Storm of Reform: Five Student Perspectives on the Implementation of the Interactive Mathematics Program Chapter 8 Reflections: Writing and Talking about Race in Middle School Chapter 9 Writing the Wrong: Making Schools Better for Girls Chapter 10 Negotiating Worlds and Words: Writing About Students' Experiences of School

What People are Saying About This

Annette Lareau

In Our Own Words offers a lively and vivid account of students’ experiences within school. The students’ voices are fresh; their stories are engaging. It is should be of interest to a wide group of people concerned about education.

Editorial Reviews

In Our Own Words offers a lively and vivid account of students’ experiences within school. The students’ voices are fresh; their stories are engaging. It is should be of interest to a wide group of people concerned about education.

Annette Lareau

If education reform is to succeed, it must attend to the perspectives of those most directly affected by schooling but least often consulted about its efficacy—the students. This book features eloquently written perspectives by students about their experiences and desires for school.

Hispanic Outlook

The volume offers a variety of useful models for co-authorship with students.

Anthropology & Education Quarterly

The authors urge educators to concentrate on the school's role in supporting student learning rather than on the "best practices," to concentrate on the relationship between students and teachers, and to connect change to grades, not to large scale asssessment. They also offer several other suggestions, but one that stands out is to make students participants in reform.

pol

The authors urge educators to concentrate on the school's role in supporting student learning rather than on the "best practices," to concentrate on the relationship between students and teachers, and to connect change to grades, not to large scale asssessment. They also offer several other suggestions, but one that stands out is to make students participants in reform.

Perspectives on Urban Education

The authors urge educators to concentrate on the school's role in supporting student learning rather than on the "best practices," to concentrate on the relationship between students and teachers, and to connect change to grades, not to large scale asssessment. They also offer several other suggestions, but one that stands out is to make students participants in reform.

Perspectives On Urban Education