Lexington Books
Pages: 242
•
Trim: 6¼ x 9⅜
978-1-4985-2494-0 • Hardback • May 2017 • $123.00 • (£95.00)
978-1-4985-2496-4 • Paperback • February 2020 • $47.99 • (£37.00)
978-1-4985-2495-7 • eBook • May 2017 • $45.50 • (£35.00)
Walter S. Gershon is associate professor in the School of Teaching, Learning & Curriculum Studies and LGBTQ affiliate faculty at Kent State University.
Contents
Acknowledgements
Preface
Chapter 1—Introduction
Chapter 2—Geared for Success: A Balanced Curriculum
Chapter 3—Skills, Tips, and Scripts: A Masquerade of Balance
Section II: Teachers and Teaching
Chapter 4—Curriculum Delivery in Mr. Jimenez and Mr. Gutierrez’s Classrooms
Chapter 5—Mr. Jimenez and Mr. Gutierrez: Enacted Pedagogy and Curriculum Section III: Students and StudentingChapter 6—Students, Studenting, and Daily Classroom LessonsChapter 7—Students’ Classroom Roles and the Classroom Underlife: (Un)intended Social Consequences at a Good Urban School Chapter 8—Windup and a TakedownReferencesAbout the Author
Curriculum and Students in Classrooms is an innovative exploration that draws clear connections between curriculum and the lived experiences of elementary students. Herein lies a key to the multiple access locks that impede understanding what students need. This well-documented examination of curriculum in the context of U.S. schools is a useful text for undergraduate and graduate courses in the field.
— Theodorea Regina Berry, University of Texas at San Antonio
In this remarkable book, Walter Gershon delves incisively into a particular nexus of curriculum, culture, and classroom roles— employing ethnography to depict educational experience as it flows with and against social, institutional, and pedagogical demands. Offering subtle readings of situated actors and events in a complexly diverse elementary school, the book interrogates narrow conceptions of educational success, challenges damaging views of sociocultural difference, and illuminates the profound meaning that resides in the underlife of institutional education.
— Brian Casemore, The George Washington University
Curriculum Studies in specific and educational research in general needs more ethnographies, notably in these uncertain times for public education. This book is a masterful example of what careful, contextual analysis can offer those who seek to better understand how broad social forces and narrow public policy impact the lived experiences of students, educators, and communities. Indeed—with a focus on the entanglements of race, identity, curriculum, and ideology—Gershon offers this work as an insight into how ‘what we now do as “good schooling” is perhaps something else.’ As the role of education in society is increasingly in question, a timelier book cannot be imagined.
— Robert J. Helfenbein, PhD, associate dean for research and faculty affairs, Mercer University, Atlanta