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008 150903s2006 ne | o |||| 0|eng d
020 _a9781402045493
_99781402045493
024 7 _a10.1007/1402045492
_2doi
035 _avtls000334815
039 9 _a201509030224
_bVLOAD
_c201404120849
_dVLOAD
_c201404090628
_dVLOAD
_y201402041244
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLB2300-2799.3
100 1 _aYoudell, Deborah.
_eautor
_9309191
245 1 0 _aImpossible Bodies, Impossible Selves: Exclusions and Student Subjectivities /
_cby Deborah Youdell.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2006.
300 _axiv, 207 páginas
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
500 _aSpringer eBooks
505 0 _aSubjectivity and Exclusion -- Who's in and who's out? Inclusion and exclusion, globalised education policy, and inequality -- Rendering subjects: Theorising the production of the Self -- Researching Subjects -- Researching subjectivity and educational exclusions -- Names and practices: making subjects in/of school -- Educational Exclusions: Bad Students, and Impossible Learners -- Excluded White-working-class-hetero-adult-masculinity -- Excluded White-working-class-hetero-(un)femininity -- Excluded Black femininity -- Excluded ‘specialness’ (White-working class-hetero-(hyper-masculinity) -- Navigating Educational Inclusions and Exclusions -- Included and excluded? Middle class-White-queer-high ability-alternative youth-culture/Working class-White-Black-hetero-low ability-mainstream youth-culture -- Included learners, impossible girls: The incommensurability of Indian-ness and desirable femininity -- Included students, impossible boys: The ‘racing’ and ‘specialing’ of (un-)masculinity -- Intelligible impossibility: The (un-)feminine subject-hood of a ‘geeza-girl’ -- Good students, acceptable learners, intelligible girls: Class, race, gender, sexuality and the adornment of feminine bodies -- Between good and bad student, between acceptable and unacceptable learner -- Interrupting Exclusions -- Practicing performative politics for inclusive education.
520 _aThis book looks inside the school to examine how every-day, school-level processes act to place particular students 'outside' the educational endeavour and argues for new strategies for thinking critically about and interrupting educational exclusions and inequalities. Looking across national contexts and drawing on ethnographic studies of schools in the UK and Australia, the book explores the implications of the contemporary education policy context and processes and practices inside schools for students as learners and for educational inequalities. The book uses tools offered by post-structural theory to read ethnographic data and show how the discourses that circulate inside schools at once mobilize and elide gender, sexuality, social class, ability, disability, race, ethnicity, religious and cultural belongings at the same time as they open up and close down 'who' students can be as learners. In demonstrating these processes the book offers new insights into how these 'truths' about students and learners are created and how they come to be bound so tightly to the educational inclusions, privileges and successes that some students enjoy and the exclusions, disadvantages and 'failures' that other students face.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781402045486
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/1-4020-4549-2
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c282452
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