A volume in Research for Social Justice: Personal Passionate
Participatory Inquiry (Sponsored by AERA Qualitative Research SIG
and International Studies SIG) Series Editors Ming Fang He, Georgia
Southern University and JoAnn Phillion, Purdue University Mission
Statement and Scope: In Dreams Deferred, a follow-up to Of Borders
and Dreams (1996), Chris Carger takes us further into the life of
Alejandro Juarez, Jr., and his family. This work envelopes readers
in "la vida real," real life. Carger followed Alejandro for
thirteen years, as he moved from school to school, experienced
difficult relationships with his peers, dropped out of high school,
struggled with employment and an early marriage. The compelling
story of Alejandro's parents obtaining U. S. citizenship parallels
the border crossing story of Carger's first book and illuminates
triumphs and tragedies the family, and many other immigrants,
experience as they negotiate life in the United States, and as
they, all too often, have to forsake their hopes and dreams. There
are no easy answers, nor happy endings, to the story of Alejandro
and his family. Unlike many studies on dropping out, Alejandro, his
family, and his community are viewed from a positive perspective
versus deficit, "at risk," models in dropout research. The book
fits into a newly evolving, increasingly important, research
paradigm that focuses on students' experience in the context of
families, communities, and schools, and deals with issues of
language, culture, and power related to multiculturalism and social
justice. This book informs pre-service and in-service teachers,
educational researchers, administrators, educational policy makers,
and those who advocate for people are marginalized because of
cultural, linguistic issues and learning challenges. It is a timely
reflection on a problem that is at the intersection of this
nation's immigration controversies and dropout crisis. Series
Scope: Research for Social Justice: Personal Passionate
Participatory Inquiry, the book series, demonstrates a form of
educational inquiry that connects the personal with the political,
the theoretical with the practical, and research with social and
educational change. The principle aspect of this form of inquiry
that distinguishes it from others is that the researcher is not
separate from the socio-political and cultural phenomena of the
inquiry, the data collected, findings, interpretations, or writing.
The purpose of the proposed book series is to draw together work
which demonstrates three distinct qualities: personal passionate
participatory with explicit research agendas that focus on equity,
equality, and social justice, specific research methodologies that
illustrate the participatory process of the inquiries, and positive
social and educational change engendered by the inquiries.
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