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OverviewMichelle Fine is Associate Professor of Psychology in Education at the Graduate School of Education, University of Pennsylvania. Full Product DetailsAuthor: Michelle FinePublisher: State University of New York Press Imprint: State University of New York Press Dimensions: Width: 15.20cm , Height: 2.50cm , Length: 22.90cm Weight: 0.381kg ISBN: 9780791404041ISBN 10: 0791404048 Pages: 320 Publication Date: 05 March 1991 Audience: Professional and scholarly , Professional and scholarly , Professional & Vocational , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsReviewsI think this is the most important work I have read in over a decade on the sociology and politics of school dropouts. Fine combines a narrative structure with a rigorous theoretical discourse that allows the reader to both hear the voices of those involved in the dropout situation as well as to have the opportunity to reflect critically on the ideological and material forces that structure the dropout issue as a social problem. I am convinced that it will be a major influence in the field and will establish a new theoretical standard for inquiry into the area of school dropouts. - Henry A. Giroux, Professor and Renown Scholar in Residence, Department of Educational Leadership, Miami University As a critical ethnography, this manuscript is thoughtful, compassionate, and compelling. Fine is able to document the 'braiding' of race, class, gender in sophisticated ways and this is one of the text's greatest strengths. The link between those who 'drop out' and the restriction of critique is powerfully achieved. Fine has successfully re-presented the complexities of urban education. She should be applauded for her integration of black and feminist theorists. I believe this text is pioneering. It opens the literature on adolescents placed at risk to include contexts previously ignored. This should be required reading for all school personnel, future teachers, and those associated with educational contexts. - Deborah P. Britzman, Department of Education, State University of New York, Binghamton What Fine does is show us in depth the reality of the situation we often wish would just go away. We are forced to confront what pain is engendered by our public institutions and consider how we might take up the challenge to do something about it. - Roger I. Simon, Ontario Institute for Studies in Education Author InformationMichelle Fine is Associate Professor of Psychology in Education at the Graduate School of Education, University of Pennsylvania. Tab Content 6Author Website:Countries AvailableAll regions |
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