Thinking Comprehensively about Education: Spaces of Educative Possibility and Their Implications for Public Policy

Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: [email protected]; Web site: http://www.routledge.com

N

288

Students; Teachers; Policymakers

Education; Social Systems; Economics; Foreign Countries; Supplementary Education; Ethnicity; Neighborhoods; Urban Areas; Innovation; Community Change; Story Telling; Music Activities; Culture; Models; Resilience (Psychology); Identification; African Americans; Engineering; Technical Occupations; Biographies; Athletics; Poetry; Youth; Educational Research; Urban Education; Educational Change; Educational Policy; Public Policy

California; Cuba; New Jersey

978-0-415-89491-3

While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom. "Thinking Comprehensively About Education" sheds much-needed light on those systems, programs, and practices; conceptualizing education more broadly through a nuanced exploration of: (1) the various spaces where education occurs; (2) the non-dominant practices and possibilities of those spaces; and (3) the possibilities of enabling social systems, institutions, and programs of comprehensive education. This original edited collection identifies and describes the resources that enable optimal human learning and development, and offers a public policy framework that can enable a truly comprehensive educational system. "Thinking Comprehensively About Education" is a must-read for faculty, students, policy analysts, and policymakers. Chapters of this book include: (1) Introduction: Social Space and the Political Economy of Education Conceived Comprehensively (Ezekiel Dixon-Roman); (2) Toward a Re-conceptualization of Education (Edmund W. Gordon with Paola Heincke and Kavitha Rajagopalan); (3) Products of the Revolution: The Social System of Comprehensively Conceived Education in Cuba (Ezekiel Dixon-Roman); (4) The Ethnic System of Supplementary Education: Lessons from Chinatown and Koreatown, Los Angeles (Min Zhou); (5) San Diego's Diamond Neighborhoods and The Jacobs Center for Neighborhood Innovation (Andrea Yoder Clark & Tracey Bryan); (6) Re-Storying the Spaces of Education through Narrative (Lalitha Vasudevan & Kristine Rodriguez); (7) The Drum in the Dojo: Re-sounding Embodied Experience in Taiko Drumming (Kimberly Powell); (8) The Cultural Modeling of Comprehensively Conceived Education (Carol Lee); (9) Theoretical Analysis of Resilience and Identity: An African American Engineer's Life Story (Ebony McGee & Margaret Beale Spencer); (10) Exploring Educative Possibility Through the Process of Learning in Youth Sports (Na'ilah Nasir); (11) We are the Ones: Educative Possibilities in Youth Poetry (Korina Jocson); (12) The Challenges of Developing a Robust Knowledge Base on Complementary Education: Toward a Policy Relevant Research Agenda (Jacob Leos Urbel & J. Lawrence Aber); (13) A Broader and Bolder Approach for Newark (Lauren Wells & Pedro Noguera); and (14) School Reform: A Limited Strategy in National Education Policy (Edmund W. Gordon & Paola Heincke). [Foreword by Angela Glover Blackwell.]

ERIC

2012

ED532888