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As many as one million untrained youths will enter the Canadian labour market by the year 2000. And yet, 60 per cent of jobs being created in Canada require at least a high school education. The drop-out rate is one of the most crucial issues that Canadian educators face.
Traditionally, we have pinned dropping out on individual failure or specific situations such as pregnancy, substance abuse, and family troubles. The authors of this book suggest that the problem is more complex. Race, class, gender, and other forms of social difference can affect how education is delivered. For Black students, whose drop-out rate is disproportionately high, race is a key element in disengagement. The authors turn to the experiences of Black and non-Black students, teachers, parents, and community workers to try and reconstruct the social, structural, and institutional practices that lead Black youth to lose interest in and leave school.
Based on a three-year study in the greater Toronto area, Reconstructing 'Dropout' establishes a new frame of reference for understanding the dilemma. It is a call for social action and transformation that should not be ignored by researchers, teachers, administrators, and the Black community at large.
|3||The Social Construction of a 'Drop-out': Dispelling the Myth||46|
|4||Understanding Student Disengagement||64|
|5||Intersections of Race, Class, and Gender||85|
|6||Authority, Power, and Respect||106|
|7||Streaming and Teacher Expectations: Social Change or Reproduction?||115|
|8||Curriculum: Content and Connection||137|
|9||Framing Issues of Identity and Representation||150|
|10||The Colour of Knowledge: Confronting Eurocentrism||169|
|11||Family, Community, and Society||189|
|12||Visions of Educational and Social Change||199|
|13||The Missing Link||220|