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Adolescents At School Perspectives Onby Michael Sadowski
Synopses & Reviews
As any teacher or parent knows, adolescence is a time when youth grapple with the question, “Who am I?” Issues of race, ethnicity, class, gender, sexual orientation, and ability can complicate this question for young people, affecting their schoolwork and their relationships with teachers, family, and peers.
This new edition of Adolescents at School builds and expands the strengths and insights of the much-acclaimed first edition. Drawing from the perspectives of teachers, researchers, and administrators—and adolescents themselves—it examines the complex, changing identities young people manage while they confront the challenges of schools.
A uniquely practical, insightful, and jargon-free volume, Adolescents at School points to ways to foster the success of every student in our schools and classrooms.
Book News Annotation:
Twenty-two American academics, education administrators, and journalists contribute 11 chapters examining the ways identity and culture affect middle and high school students. Several specific aspects of identity are explored: race, ethnicity, immigrant status, gender, sexual orientation, gender identity and expression, social class, ability and disability, and spirituality. Expanding on the strengths and insights of the 2003 edition, the second edition has been revised throughout and contains much new material including a chapter on the relationships and adaptations in school of immigrant adolescents, a chapter on adolescent spirituality in public schools, a commentary by Howard Gardner discussing the implications of his theory on multiple intelligences for adolescent identity development, a review of recent research on the "acting white" theory, and a profile of a female-to-male transgender youth. For teachers, administrators, and parents. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
When adolescents question gender roles, class, race, and ability, teachers are often at a loss. Adolescents at School gives educators a practical, jargon-free account of what adolescents are going through and a teacher’s place in youth development.
About the Author
Michael Sadowski is an assistant professor in the Master of Arts in Teaching Program at Bard College. He is the former editor of the Harvard Education Letter and editor of Teaching Immigrant and Second-Language Students (Harvard Education Press).
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