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Framing Dropouts: Notes on the Politics of an Urban Public High School


reviewed by Aaron Pallas 1993

coverTitle: Framing Dropouts: Notes on the Politics of an Urban Public High School
Author(s): Michelle Fine
Publisher: State University of New York Press, Albany
ISBN: 0791404048, Pages: 299, Year: 1990
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Michelle Fine begins her story with the shocking finding that only about 20 percent of the ninth-graders entering Comprehensive High School (CHS), a typical New York City comprehensive neighborhood high school, in the early 1980s would graduate. This, she argues, is clear evidence that the institution is failing, although the ways in which the school attempts to divert attention away from its own policies and practices, focusing attention (even blame) on individual students, is an important part of the story. The basic argument of the book is as follows. The rhetoric of equal educational opportunity -- that is, discourse about enlarged educational possibilities for traditionally disadvantaged youth -- masks the processes whereby these individuals are, in fact, excluded and exported from urban high schools. While defining themselves in terms of ideals of access and opportunity, inner-city schools systematically silence the voices of those they claim to educate once those students enter the high school door. The schools invoke silence by ignoring the contradiction between curriculum and social reality... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 95 Number 1, 1993, p. 131-133
http://www.tcrecord.org ID Number: 120, Date Accessed: 11/17/2017 2:38:54 PM

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