aProvides an insightful analysis of the ways in which space and
social relationships interact to produce school cultures. Dickaras
detailed analysis of this urban high school contains important
lessons about the limits and possibilities of school reform. This
potent study is valuable reading for policy makers and educators
searching for ways to promote meaningful and lasting reform in our
nationas urban schools.a
--Pedro A. Noguera, author of "The Trouble with Black Boys: And
Other Reflections on Race, Equity, and the Future of Public
Education"
For many students, the classroom is not the central focus of
school. The schoolas corridors and doorways are areas largely given
over to student control, and it is here that they negotiate their
cultural identities and status among their peer groups. The flavor
of this acorridor culturea tends to reflect the values and culture
of the surrounding community.
Based on participant observation in a racially segregated high
school in New York City, Corridor Cultures examines the ways in
which school spaces are culturally produced, offering insight into
how urban students engage their schooling. Focusing on the tension
between the student-dominated halls and the teacher-dominated
classrooms and drawing on insights from critical geographers and
anthropology, it provides new perspectives on the complex
relationships between Black students and schools to better explain
the persistence of urban school failure and to imagine ways of
resolving the contradictions that undermine the educational
prospects of too many of the nationsa children.
Dickar explores competing discourses about who students are,
what the purpose of schooling should be, andwhat knowledge is
valuable as they become spatialized in daily school life. This
spatial analysis calls attention to the contradictions inherent in
official school discourses and those generated by students and
teachers more locally.By examining the form and substance of
student/school engagement, Corridor Cultures argues for a more
nuanced and broader framework that reads multiple forms of
resistance and recognizes the ways students themselves are
conflicted about schooling.
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