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Dreams deferred : dropping out and struggling forward /
In "Dreams Deferred", a follow-up to "Of Borders and Dreams" (1996), Chris Carger takes us further into the life of Alejandro Juarez, Jr., and his family. This work envelopes readers in 'la vida real, ' real life. Carger followed Alejandro for thirteen years, as he move...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Charlotte, NC :
IAP - Information Age Pub.,
©2009.
|
| Colección: | Research for social justice.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Carger, Chris Liska. | |
| 245 | 1 | 0 | |a Dreams deferred : |b dropping out and struggling forward / |c by Chris Liska Carger. |
| 260 | |a Charlotte, NC : |b IAP - Information Age Pub., |c ©2009. | ||
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| 504 | |a Includes bibliographical references (pages 165-171). | ||
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| 520 | |a In "Dreams Deferred", a follow-up to "Of Borders and Dreams" (1996), Chris Carger takes us further into the life of Alejandro Juarez, Jr., and his family. This work envelopes readers in 'la vida real, ' real life. Carger followed Alejandro for thirteen years, as he moved from school to school, experienced difficult relationships with his peers, dropped out of high school, struggled with employment and an early marriage. The compelling story of Alejandro's parents obtaining U.S. citizenship parallels the border crossing story of Carger's first book and illuminates triumphs and tragedies the family, and many other immigrants, experience as they negotiate life in the United States, and as they, all too often, have to forsake their hopes and dreams. There are no easy answers, nor happy endings, to the story of Alejandro and his family. Unlike many studies on dropping out, Alejandro, his family, and his community are viewed from a positive perspective versus deficit, 'at risk, ' models in dropout research. The book fits into a newly evolving, increasingly important, research paradigm that focuses on students' experience in the context of families, communities, and schools, and deals with issues of language, culture, and power related to multiculturalism and social justice. This book informs pre-service and in-service teachers, educational researchers, administrators, educational policy makers, and those who advocate for people are marginalized because of cultural, linguistic issues and learning challenges. It is a timely reflection on a problem that is at the intersection of this nation's immigration controversies and dropout crisis. The book series demonstrates a form of educational inquiry that connects the personal with the political, the theoretical with the practical, and research with social and educational change. The principle aspect of this form of inquiry that distinguishes it from others is that the researcher is not separate from the socio-political and cultural phenomena of the inquiry, the data collected, findings, interpretations, or writing. The purpose of the proposed book series is to draw together work which demonstrates three distinct qualities: personal; passionate; and, participatory with explicit research agendas that focus on equity, equality, and social justice, specific research methodologies that illustrate the participatory process of the inquiries, and positive social and educational change engendered by the inquiries | ||
| 505 | 0 | |a Acknowledgements; Series Foreword; Foreword; Prologue; Come to the Table; Searching for Salvage; Circuits; Poco a Poco; A Brother's Legacy; A Community's Anguish; Somewhere, A Place for Us; Twenty-four; My Country 'tis of Thee; Crossing Lines; I'll Walk With Him; Of Dreams and Hopes; Moving On; Reflections on the Inquiry; Epilogue; References. | |
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