Writing the school house blues : literacy, equity, and belonging in a child's early schooling / Anne Haas Dyson ; foreword by William Trent
- Author
- Dyson, Anne Haas
- Published
- New York, NY : Teachers College Press, [2021]
- Physical Description
- xvii, 171 pages : illustrations ; 23 cm.
- Series
- Contents
- Machine generated contents note: pt. I SETTING THE STAGE FOR THE DRAMA TO COME -- 1. A Sense of Belonging: Inclusion and Equity in Ta'Von's Journey Into School -- A First Glance at Ta'Von -- Historical and Ideological Forces -- Transition Into Early Schooling and the Problematics of Race -- About Those Blues -- Queries and Visions -- 2. Preparation: Gathering Data, Finding Theoretical Glasses, and Becoming "My Friend From Preschool" -- Accompanying Ta'Von on the Journey -- Constructing a Telling Case -- The Secret Ingredient in Case Writing -- pt. II THE SCHOOL HOUSE BLUES: TA'VON'S TRANSITION TO AND THROUGH SCHOOL -- 3. Schooling Begins: "I Really Really Loved Preschool" -- A Place for Everyone: "We" Gather Together -- Everyone Is Equal: We Are ALL Learners -- We Make Worlds: Social Pleasures and Power of Multimodal Composing -- "You" Join "Me" in the Social Pleasure of Popular Song -- On Turning to a New Chapter -- 4. A Shift in Schools and in a Sense of Belonging: "How Come He's in Kindergarten?" -- Ta'Von and the Refracted "We": Intersectionality and the Construction of "Difference" -- Concluding: The Relational Dynamics of Classroom Belonging -- 5. Smartness and Friendship in a Stratified World: "I Know I'm Smart Cause I Don't Copy" -- The Fate of the Collective "We": Stratification and Belonging -- "Smartness" as a Source of Social Power: Gifts of Help and Assumptions of Leadership -- Belonging and Learning -- Coming Attractions: Belonging, Learning, and the Music of "Not Real" Composing -- 6. Shifts in the Terms of Engagement: "I'm a Musician" -- Stretching the "We": Indexing Belonging in the Music of "Not Real" Composing -- Textua! Resources and Compositional Feats: Official Skills in "Not Real" Spaces -- Music "Smarts" as a Social Tool?: "How 'bout We Form a Club?" -- Unofficial Resources and Official Places: Knocking on the Curricular Door -- Belonging, Competence, and Learning: Toward Textual Crossroads -- 7. Educational Reverberations of the School House Blues: Toward Inclusive Classrooms -- Preschool: "We" All Belong -- Kindergarten: The Social Stratification of "We" -- 2nd Grade: Rhythmic Beats on Curricular Walls -- Final Notes of the School House Blues.
- Summary
- "This ethnographic study of a young African American boy's educational trajectory from Pre-K to second grade, examining how a district mandate to desegregate its schools altered the school-based experiences of Ta'Von and his fellow students. Taking a sociocultural perspective, the book examines the relationship between integration and social inclusion/exclusion, arguing that desegregation is not sufficient to create a truly inclusive schooling system. Citing instances of persistent inequality based on race, class, and gender, Dyson outlines how literacy, while complicit in both creating and magnifying these types of inequality/exclusion, can also be a powerful tool for remediating them and thereby creating truly inclusive spaces"--
- Subject(s)
- African American boys—Education
- Children with social disabilities—Education—United States
- School integration—United States
- Educational equalization—United States
- Social integration—United States
- Children with social disabilities—Education
- Educational equalization
- School integration
- Social integration
- United States
- ISBN
- 9780807765777 paperback
0807765775 paperback
9780807765784 hardcover
0807765783 hardcover - Bibliography Note
- Includes bibliographical references (pages 151-160) and index.
View MARC record | catkey: 36532983