Schooling in Privileged Spaces
Schooling in Privileged Spaces
Class Warfare connects the story of students, parents, and school personnel to broad social and economic arrangements through specific focus on the secondary to postsecondary “linking process” (Perna et al., 2008; Hill, 2008). In so doing, we engage a triplet of theoretical and analytic moves—deep ethnographic work within schools and families in three purposively selected secondary school sites, serious relational analyses between and among relevant race/ethnic and class groups in a markedly altered global context, and broad structural connections to social and economic arrangements. In terms of substance and method, the three site-based studies were comparably conceived; all three investigators focused on the secondary to postsecondary transition, with particular emphasis on parent, teacher, counselor and student actions and activities in relation to the college admissions process. In this chapter we provide an overview of the school culture and communities, paying particular attention to the academic environments of each, and highlight the structure of the college process at each institution and detail similarities and differences in course offerings and college counseling.
Keywords: critical bifocality, Ethnography, childrearing practices, school practices, school habitus
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