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[xmca] Fwd: TCRecord This Week: New Perspectives on Youth Development and Social Identity in the 21st Century

Several items below could be of interest.

---------- Forwarded message ----------
From: Teachers College Record <noreply@tcrecord.org>
Date: Tue, Feb 3, 2009 at 8:22 AM
Subject: TCRecord This Week: New Perspectives on Youth Development and
Social Identity in the 21st Century
To: mcole@ucsd.edu

    [image: Title]
  [image: Subscribe Today] <http://www.tcrecord.org/Subscriptions.asp>
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    Freely-Available This Week
 Introduction to the Special Issue on New Perspectives on Youth Development
and Social Identity in the 21st
by Jean Anyon, Ratna Ghosh & Roslyn Arlin Mickelson
 An introduction to the special issue on New Perspectives on Youth
Development and Social Identity in the 21st Century.

 Family (Dis)Advantage and the Educational Prospects of Better Off African
American Youth: How Race Still
by Travis L. Gosa & Karl L. Alexander
 Through an interpretative review of relevant literatures, this article
examines family, neighborhood, school, and societal factors that pose
formidable barriers to the academic and personal development of middle class
African American youth, the closing of the black-white achievement gap, and
the preservation of African American family advantage across generations.

 Obama, Education Policy, and the Allure of a Post Race America
by Andrea Kayne Kaufman
While the idea of a Post Race America is alluring and certainly desirable,
as a school law attorney and professor in graduate education, the use of
this language concerns me. This is because the notion of a Post Race America
has also been used by many to undermine education law enacted to overcome
the vestiges of years of institutional racial discrimination. Many opponents
of desegregation and affirmative action, for example, have used some
articulation of a Post Race America to support their arguments against
important measures to ensure equality in public education. Slavery and
segregation no longer matter they say and we who are fighting for racial
equality are actually perpetuating racial discrimination by continuing to
live in a world that has long past.
  The Amethyst Initiative: Rethinking the Drinking
by John M. McCardell, Jr.
This essay explores the cases for and against the 21 year-old drinking age
and explains why the time has come to reconsider how well we have been
served by the current law.

 Book Reviews
 Understanding Action
 by Judy O'Neil and Victoria J. Marsick
reviewed by Erik Johnson
 Social Class: How does it
 by Annette Lareau and Dalton Conley (Eds.)
reviewed by Sylvia Martinez
 Closed Minds? Politics and Ideology in American
 by Bruce L. R. Smith, Jeremy D. Mayer and A. Lee Fritschler
reviewed by Adam Weinberg
 Enthusiastic and Engaged Learners: Approaches to Learning in the Early
Childhood <http://www.tcrecord.org/Content.asp?ContentID=15490>
 by Marilou Hyson
reviewed by Jaipaul L. Roopnarine
  Call for Proposals - NSSE Yearbooks to Join
Gary Natriello
The editors of TCR announce a call for proposals for future volumes of the
NSSE Yearbooks.
For Subscribers
 Beyond the Bake Sale: A Community-Based Relational Approach to Parent
Engagement in Schools <http://www.tcrecord.org/Content.asp?ContentID=15390>
by Mark R. Warren, Soo Hong, Carolyn Heang Rubin & Phitsamay Sychitkokhong
 Presenting the results of case study research on collaborations between
community-based organizations and public schools, this article identifies a
relational approach to parent engagement that can lead to broader and deeper
participation by low-income families in the life of public schools.

 Reverence in Classroom
by Jim Garrison & A.G. Rud
 This article defines reverence, explores it as a cardinal and forgotten
virtue, considers how the virtue of reverence is supported by appropriate
classroom ritual and ceremony, and discusses several examples of reverence
and irreverence in classroom teaching.

 Pedagogical Possibilities: Engaging Cultural Rules of
by Michelle Knight-Diop & Heather A. Oesterreich
 This study draws on multicultural feminist theories to examine the integral
role of emotions as a site of knowledge in the complex social dynamics of a
heterogeneous group of graduate students in education. Within a pedagogy of
(dis)comfort and a pedagogy of challenge, four prevalent patterns of
emotional selectivity reveal how emotions as a site of knowledge create
possibilities of change and transformation as well as the maintenance of the
status quo of educational inequalities.

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