Andere Kunden interessierten sich auch für
![African-Centered Pedagogy: Developing Schools of Achievement for African American Children]( "African-Centered Pedagogy: Developing Schools of Achievement for African American Children")
African-Centered Pedagogy: Developing Schools of Achievement for African American Children103,99 €![Cultures of Arab Schooling: Critical Ethnographies from Egypt]( "Cultures of Arab Schooling: Critical Ethnographies from Egypt")
Cultures of Arab Schooling: Critical Ethnographies from Egypt103,99 €![Anti-Racist Scholarship: An Advocacy]( "Anti-Racist Scholarship: An Advocacy")
Anti-Racist Scholarship: An Advocacy103,99 €![Community Service and Higher Learning: Explorations of the Caring Self]( "Community Service and Higher Learning: Explorations of the Caring Self")
Community Service and Higher Learning: Explorations of the Caring Self103,99 €![Aztlán Arizona: Mexican American Educational Empowerment, 1968-1978]( "Aztlán Arizona: Mexican American Educational Empowerment, 1968-1978")
Aztlán Arizona: Mexican American Educational Empowerment, 1968-197863,99 €![Expelling Hope: The Assault on Youth and the Militarization of Schooling]( "Expelling Hope: The Assault on Youth and the Militarization of Schooling")
Expelling Hope: The Assault on Youth and the Militarization of Schooling103,99 €![Ethnic Identity and Power: Cultural Contexts of Political Action in School and Society]( "Ethnic Identity and Power: Cultural Contexts of Political Action in School and Society")
Ethnic Identity and Power: Cultural Contexts of Political Action in School and Society103,99 €
Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically oriented networks among acculturated, U.S.-born youth.