Trajectories : : the social and educational mobility of education scholars from poor and working class backgrounds / / Jane A. Van Galen and Van O. Dempsey.

• Superior document: Mobility studies and education
• VerfasserIn: Van Galen, Jane,; Dempsey, Van O., 1960-
• TeilnehmendeR: Dempsey, Van O., 1960-
• Place / Publishing House: Rotterdam, The Netherlands ; Taipei : Sense Publishers : : Sense Publishers,, [2009]; ©2009
• Year of Publication: 2009
• Language: English
• Series: Mobility studies and education.
• Physical Description: 1 online resource.
• Other title: Preliminary Material /; Trajectories /; Jagged Edges /; From Compton to the Halls of Academia /; Homeless to Harvard: Etcetera, Etcetera /; Curbside Pick-Up: Learning the Importance of Education and Social Mobility Through the Scraps of Others /; Blue Collar /; Sometimes You Gotta Live Your Life on a Bridge: The Educational Narrative of a Multicultural Scholar /; The Stings of Social Hierarchies /; Crossing Boundaries /; Manoeuvreings /; Standing and Running /; Marking the Body /; Interrogating Class and Nationality as Markers in Biography Building /; Mothering, Cultural Capital, and Imparting Power /; Changing Fields /; Days of Learning Socio-Political Practices: A Working Class Chicana Educational Trajectory /; Going Where There Is No Path /; I Think Ph.D. Stands for Poor, Hungry and Determined /; Restless /; “Cotton, Cucumbers, and Carolina” /; Another Romance with Schools /; Climbing Down Class from the “Top of My Life” /; Both Sides of the Tracks /; “Racializing” Class /
• Bibliography: Includes bibliographical references and index.
• ISBN: 9087907265
• Hierarchical level: Monograph
• Statement of Responsibility: Jane A. Van Galen and Van O. Dempsey.

Trajectories: The Educational and Social Mobility of Educators from the Poor and Working Class, is a collection of mobility narratives of critical scholars in education from poor and working-class backgrounds. While Americans have long held deep-seated cultural beliefs in the capacity of schooling to level unequal playing fields, there has been little research on the psycho-social processes of social and educational mobility in the United States. Rising Up employs narrative research methodologies to interrogate the experiences of class border-crossing via success in school. This volume addresses two discourses within education: First, the experiences of those who have crossed class boundaries contribute to a deeper understanding of how social class functions in the United States. The narratives compiled in this volume explore class within the lives of young people on the margins, as identities, ambition and achievement are constructed and negotiated in school. More specifically, the volume suggests new directions for policy and practice to counteract classism in schools and in the broader culture. As they write of the constraints that they circumvented to succeed against the odds, these authors complicate notions of opportunity as the inevitable reward for high achievement. As they write of agency and tenacity, they will illuminate cultural strengths that likely were invisible to teachers and peers. As critical scholars of education, the contributors to this volume speak specifically to ways in which teacher education can and should address issues of class.