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This study of Edgewood Academy--a private, elite college
preparatory high school--examines what moral choices look like when
they are made by the participants in an exceptionally wealthy
school, and what the very existence of a privileged school
indicates about American society. It extends Peshkin's ongoing
exploration of U.S. high schools and their communities, each
focused in a different sociocultural setting. In this particular
inquiry, he began with two central questions:
* What is a school like whose students enter with a determined
disposition to attend college, and all of whom are selected on the
promise they display for college success?
* What can be learned from studying Edgewood Academy that
transcends the particular case of this school?
The volume opens with a description of how moral choices look when
they are made by the participants in an exceedingly wealthy school.
There is a general picture of the Academy, a discussion of the
processes the school uses to insure the quality of its students and
educators, and an overview of teachers and students that reveals
what is commendable about each group. These chapters clarify what a
school of ample financial means and wise leadership can do. Peshkin
goes on to reflect briefly on privilege and concludes with a
discussion of what the very existence of a privileged school
indicates about American society. Schools, he suggests, are about
much more than what goes on inside them--they mirror what is and is
not at stake for their particular constituents--and function
similarly for the nation.
Edgewood Academy's host community is not a village, town, church,
or tribe, as in Peshkin's previous studies. It is a community
created by shared aspirations for high-level academic attainment
and its associated benefits. Affluence and towering academic
achievement are the two most relevant factors. In this book,
advantage occupies center stage. The school's excellence is
documented not to extol its success, but, rather, to call attention
to what is available for its students that is not available for
most American children. The focus, ultimately, is on educational
justice as illuminated by the advantage of Academy students--that
is, on justice denied, not because anyone or any group or agency
consciously, planfully sets out to do injustice to other children,
but because injustice happens as the artifact of imagined
limitations of resources and means. Peshkin's purpose is not to
detail the particulars of how educational justice is denied to the
many, but to portray and examine the meaning of a privileged school
where educational justice prevails for the few.
This study of Edgewood Academy--a private, elite college
preparatory high school--examines what moral choices look like when
they are made by the participants in an exceptionally wealthy
school, and what the very existence of a privileged school
indicates about American society. It extends Peshkin's ongoing
exploration of U.S. high schools and their communities, each
focused in a different sociocultural setting. In this particular
inquiry, he began with two central questions:
* What is a school like whose students enter with a determined
disposition to attend college, and all of whom are selected on the
promise they display for college success?
* What can be learned from studying Edgewood Academy that
transcends the particular case of this school?
The volume opens with a description of how moral choices look when
they are made by the participants in an exceedingly wealthy school.
There is a general picture of the Academy, a discussion of the
processes the school uses to insure the quality of its students and
educators, and an overview of teachers and students that reveals
what is commendable about each group. These chapters clarify what a
school of ample financial means and wise leadership can do. Peshkin
goes on to reflect briefly on privilege and concludes with a
discussion of what the very existence of a privileged school
indicates about American society. Schools, he suggests, are about
much more than what goes on inside them--they mirror what is and is
not at stake for their particular constituents--and function
similarly for the nation.
Edgewood Academy's host community is not a village, town, church,
or tribe, as in Peshkin's previous studies. It is a community
created by shared aspirations for high-level academic attainment
and its associated benefits. Affluence and towering academic
achievement are the two most relevant factors. In this book,
advantage occupies center stage. The school's excellence is
documented not to extol its success, but, rather, to call attention
to what is available for its students that is not available for
most American children. The focus, ultimately, is on educational
justice as illuminated by the advantage of Academy students--that
is, on justice denied, not because anyone or any group or agency
consciously, planfully sets out to do injustice to other children,
but because injustice happens as the artifact of imagined
limitations of resources and means. Peshkin's purpose is not to
detail the particulars of how educational justice is denied to the
many, but to portray and examine the meaning of a privileged school
where educational justice prevails for the few.
While visiting New Mexico, the author was struck with the
opportunity the state presents to explore the school-community
relationship in rural, religious, and multiethnic sociocultural
settings. In New Mexico, the school-community relationship can be
learned within four major culture groups -- Indian,
Spanish-American, Mexican, and Anglo. Together, studies of these
culture groups form a portrait of schooling in New Mexico, further
documenting the range of ways that host communities in our
educationally decentralized society use the prerogatives of local
control to "create" schools that fit local cultural inclinations.
The first of four planned volumes, this book studies the Pueblo
Indians and Indian High School. The school is a nonpublic,
state-accredited, off-reservation boarding school for more than 400
Indian students. A large majority of the students are from Pueblo
tribes, while others are from Navajo and Apache tribes. As a
state-accredited school, it subscribes to curricular, safety, and
other requirements of New Mexico. As a nonpublic school devoted to
Indian students, it has the prerogative to be as distinctive as the
ethnic group it serves.
USE SHORT BLURB COPY FOR CATALOGS: This ethnography of the Pueblo
Indians and Indian High School epxlores some of the ways that host
communities in our decentralized society use the perogatives of
local consul to create schools that fit local cultural
inclinations.
While visiting New Mexico, the author was struck with the
opportunity the state presents to explore the school-community
relationship in rural, religious, and multiethnic sociocultural
settings. In New Mexico, the school-community relationship can be
learned within four major culture groups -- Indian,
Spanish-American, Mexican, and Anglo. Together, studies of these
culture groups form a portrait of schooling in New Mexico, further
documenting the range of ways that host communities in our
educationally decentralized society use the prerogatives of local
control to "create" schools that fit local cultural inclinations.
The first of four planned volumes, this book studies the Pueblo
Indians and Indian High School. The school is a nonpublic,
state-accredited, off-reservation boarding school for more than 400
Indian students. A large majority of the students are from Pueblo
tribes, while others are from Navajo and Apache tribes. As a
state-accredited school, it subscribes to curricular, safety, and
other requirements of New Mexico. As a nonpublic school devoted to
Indian students, it has the prerogative to be as distinctive as the
ethnic group it serves.
USE SHORT BLURB COPY FOR CATALOGS: This ethnography of the Pueblo
Indians and Indian High School epxlores some of the ways that host
communities in our decentralized society use the perogatives of
local consul to create schools that fit local cultural
inclinations.
Is Bethany Baptist Academy God's choice? Ask the fundamentalist
Christians who teach there or whose children attend the academy,
and their answer will be a yes as unequivocal as their claim that
the Bible is God's inerrant, absolute word. Is this truth or
arrogance?
In "God's Choice," Alan Peshkin offers readers the opportunity to
consider this question in depth. Given the outsider's rare chance
to observe such a school firsthand, Peshkin spent eighteen months
studying Bethany's high school--interviewing students, parents, and
educators, living in the home of Bethany Baptist Church members,
and participating fully in the church's activities. From this
intimate research he has fashioned a rich account of Christian
schooling and an informed analysis of a clear alternative to public
education.
Peshkin examines the role played by ethnicity in the daily life of
a town he calls "Riverview" and its only high school. Immersing
himself in the daily life of halls and classrooms of Riverview's
high school and the streets of its neighborhoods, Peshkin coaxes
from both young and old their own reflections on the town's early
days, on the period of ethnic strife sparked by the assassination
of Martin Luther King, Jr., and on the way they see Riverview
today.
"Peshkin strikes a hopeful chord, revealing what social encounters
among ethnic groups--at their best--can be like in
America."--"Education Digest"
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