Beyond Silenced Voices: Class, Race, and Gender in United States Schools

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SUNY Press, Jan 1, 1993 - Education - 437 pages
This book addresses race, class, and gender in education in the United States. It debates the issues of institutionalized power and privilege, and the policies, discourses, and practices that silence powerless groups.

At the center of the silence are the most critical and powerful voices of all -- children and adolescents with their relentless desire to be heard and to survive. Weis and Fine go beyond examining policies, discourse, and practices to call up the voices of young people who have been expelled from the centers of their schools and our culture to speak as interpreters of adolescent culture -- among them, lesbian and gay students who have been assaulted in their schools; adolescent women burying their political and personal resistances the moment their bodies "fill out;" young men and women struggling for identities amid the radically transforming conditions of late twentieth-century capitalism; and Native American college students almost wholly excluded from the academic conversation.

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Breaking through the Barriers African American Job Candidates and the Academic Hiring Process
Gifted Education and the Protection of Privilege Breaking the Silence Opening the Discourse
Testing and Minorities
Sexuality Schooling and Adolescent Females The Missing Discourse of Desire
Empowering Minority Students A Framework for Intervention
The Silenced Dialogue Power and Pedagogy in Educating Other Peoples Children
From the Margins to the Center Beyond Silenced Voices
Joining the Resistance Psychology Politics Girls and Women
White Male WorkingClass Youth An Exploration of Relative Privilege and Loss
Dropouts and the Silencing of Critical Voices
Resisting Racism Personal Testimonies of AfricanAmerican Teachers
Constructing Race at an Urban High School In Their Minds Their Mouths Their Hearts
The College Experience of Native Americans A Critical Analysis
Beyond the Poverty of Theory in Race Relations Nonsynchrony and Social Difference in Education

Voices of Resistance Young Women Readers of Romance Fiction
Disruptions Improper Masculinities and Schooling
Choices Not Closets Heterosexism and Homophobia in Schools

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About the author (1993)

Lois Weis is Professor and Associate Dean in the Graduate School of Education at the State University of New York at Buffalo. She is editor of Class, Race, and Gender in American Education; Crisis in Teaching: Perspectives on Current Reforms; Dropouts from School: Issues, Dilemmas, and Solutions; and Critical Perspectives on Early Childhood Education, all published by SUNY Press.

Michelle Fine is Professor of Psychology at the City University of New York Graduate Center. She is author of Framing Dropouts: Notes on the Politics of an Urban High School, also published by SUNY Press.