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The stories of four Mexican American male adolescents, who were active members of a gang and Smith's students in an alternative high school program, portray the complicated, multiple worlds in which these boys live. As sons and teenage parents they live in a family community; as CRIP members they live in a gang community; as "at risk" students, drop-outs, and graduates they live in a school community, and as a result of their illegal activities they live in the juvenile court community. The authors theorize about the boys' literacy in each of their communities. Literacy is viewed as ideological, related to power, and embedded in a sociocultural context. Vivid examples of conversation, art, tagging, rap, poetry, and other language and literacy events bring the narratives to life in figures and photographs in all the chapters. Readers will find this book engaging and readable, yet thought provoking and challenging.
Audiences for Literacy and Advocacy in Adolescent Family, Gang, School, and Juvenile Court Communities include education researchers, professionals, and students in the areas of middle/high school education, at-risk adolescent psychology, and alternative community programs--specifically those interested in literacy education, sociocultural theory, and popular culture.
|1||Introducing the characters : Lil Boy Blue, Smurf, Juice, Lil Garfield, and Debbie||1|
|2||Family community : Mi Familia||17|
|3||Gang community : "West up cuzz"||39|
|4||School community, part one (I) : "they don't want us here"||70|
|5||School community, part two (II) : "this is our school"||94|
|6||Juvenile court community : "in and out of juvie"||117|
|7||Images of gangs in the media and research literature||133|
|8||Living on the boundaries of school : advocacy and research||151|
|9||Literacy in communities of success and failure||165|
|App. B||Family trees||188|
|App. C||Glossary of gang terminology as used by Lil Boy Blue, Smurf, Juice, and Lil Garfield||189|
|App. D||Smurf and Sad Boy's story||191|