001480218 000__ 05551nam\a22010095i\4500
001480218 001__ 1480218
001480218 003__ DE-B1597
001480218 005__ 20231026035131.0
001480218 006__ m\\\\\o\\d\\\\\\\\
001480218 007__ cr\un\nnnunnun
001480218 008__ 230918t20082008nyu\\\\\o\\d\z\\\\\\eng\d
001480218 020__ $$a9780814785263
001480218 0247_ $$a10.18574/nyu/9780814785263.001.0001$$2doi
001480218 035__ $$a(DE-B1597)548310
001480218 040__ $$aDE-B1597$$beng$$cDE-B1597$$erda
001480218 0410_ $$aeng
001480218 044__ $$anyu$$cUS-NY
001480218 050_4 $$aLB3605 .D53 2008
001480218 072_7 $$aPSY002000$$2bisacsh
001480218 08204 $$a373.18
001480218 1001_ $$aDickar, Maryann, $$eauthor.$$4aut$$4http://id.loc.gov/vocabulary/relators/aut.
001480218 24510 $$aCorridor Cultures :$$bMapping Student Resistance at an Urban School /$$cMaryann Dickar.
001480218 264_1 $$aNew York, NY : : $$bNew York University Press, $$c[2008]
001480218 264_4 $$c©2008
001480218 300__ $$a1 online resource
001480218 336__ $$atext$$btxt$$2rdacontent
001480218 337__ $$acomputer$$bc$$2rdamedia
001480218 338__ $$aonline resource$$bcr$$2rdacarrier
001480218 347__ $$atext file$$bPDF$$2rda
001480218 4900_ $$aQualitative Studies in Psychology ; ;$$v15
001480218 50500 $$tFrontmatter -- $$tContents -- $$tAcknowledgments -- $$tIntroduction -- $$t1. "The Covenant Made Visible" -- $$t2. "In a way it protects us and in a way . . . it keeps us back" -- $$t3. "It's just all about being popular" -- $$t4. "If I can't be myself, what's the point of being here?" -- $$t5. "You have to change your whole attitude toward everything" -- $$t6. "You know the real deal, but this is just saying you got their deal" -- $$t7. A Eulogy for Renaissance -- $$tNotes -- $$tBibliography -- $$tIndex -- $$tAbout the Author
001480218 506__ $$aAccess limited to authorized users.
001480218 520__ $$aFor many students, the classroom is not the central focus of school. The school's corridors and doorways are areas largely given over to student control, and it is here that they negotiate their cultural identities and status among their peer groups. The flavor of this "corridor culture" tends to reflect the values and culture of the surrounding community.Based on participant observation in a racially segregated high school in New York City, Corridor Cultures examines the ways in which school spaces are culturally produced, offering insight into how urban students engage their schooling. Focusing on the tension between the student-dominated halls and the teacher-dominated classrooms and drawing on insights from critical geographers and anthropology, it provides new perspectives on the complex relationships between Black students and schools to better explain the persistence of urban school failure and to imagine ways of resolving the contradictions that undermine the educational prospects of too many of the nations' children.Dickar explores competing discourses about who students are, what the purpose of schooling should be, and what knowledge is valuable as they become spatialized in daily school life. This spatial analysis calls attention to the contradictions inherent in official school discourses and those generated by students and teachers more locally.By examining the form and substance of student/school engagement, Corridor Cultures argues for a more nuanced and broader framework that reads multiple forms of resistance and recognizes the ways students themselves are conflicted about schooling.
001480218 538__ $$aMode of access: Internet via World Wide Web.
001480218 546__ $$aIn English.
001480218 5880_ $$aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 18. Sep 2023)
001480218 650_0 $$aClassroom management$$zUnited States.
001480218 650_0 $$aEducational psychology.
001480218 650_0 $$aHigh school students$$zUnited States.
001480218 650_0 $$aUrban schools$$zUnited States.
001480218 650_4 $$aPSYCHOLOGY / Developmental / Adolescent$$2sh.
001480218 653__ $$aculturally.
001480218 653__ $$aengage.
001480218 653__ $$aexamination.
001480218 653__ $$ainsight.
001480218 653__ $$ainto.
001480218 653__ $$aoffering.
001480218 653__ $$aproduced.
001480218 653__ $$aschool.
001480218 653__ $$aschooling.
001480218 653__ $$aspaces.
001480218 653__ $$astudents.
001480218 653__ $$atheir.
001480218 653__ $$aurban.
001480218 653__ $$aways.
001480218 653__ $$awhich.
001480218 655_0 $$aElectronic books
001480218 77308 $$iTitle is part of eBook package:$$dDe Gruyter$$tNew York University Press Backlist eBook-Package 2000-2013$$z9783110706444
001480218 7760_ $$cprint$$z9780814720080
001480218 852__ $$bebk
001480218 85640 $$3De Gruyter$$uhttps://univsouthin.idm.oclc.org/login?url=https://www.degruyter.com/isbn/9780814785263$$zOnline Access 
001480218 909CO $$ooai:library.usi.edu:1480218$$pGLOBAL_SET
001480218 912__ $$a978-3-11-070644-4  New York University Press Backlist eBook-Package 2000-2013$$c2000$$d2013
001480218 912__ $$aEBA_BACKALL
001480218 912__ $$aEBA_CL_SN
001480218 912__ $$aEBA_EBACKALL
001480218 912__ $$aEBA_EBKALL
001480218 912__ $$aEBA_ECL_SN
001480218 912__ $$aEBA_EEBKALL
001480218 912__ $$aEBA_ESSHALL
001480218 912__ $$aEBA_PPALL
001480218 912__ $$aEBA_SSHALL
001480218 912__ $$aGBV-deGruyter-alles
001480218 912__ $$aPDA11SSHE
001480218 912__ $$aPDA13ENGE
001480218 912__ $$aPDA17SSHEE
001480218 912__ $$aPDA5EBK
001480218 980__ $$aBIB
001480218 980__ $$aEBOOK
001480218 982__ $$aEbook
001480218 983__ $$aOnline