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Tough Fronts:The Impact of Street Culture on Schoolingreviewed by Maryann Dickar - 2003 Title: Tough Fronts:The Impact of Street Culture on Schooling Author(s): L. Janelle Dance Publisher: Routledge/Falmer, New York ISBN: 0415933005, Pages: 187, Year: 2002 Search for book at Amazon.com Tough Fronts by L. Janelle Dance is a welcome addition to
the literature that examines youth culture and its relationship to
schooling and society. Dance focuses on “street
savvy” African American and Latino males, two of the most
maligned and misunderstood groups of students in America’s
schools. By “street savvy” Dance means young men
who navigate street culture and must maintain a hard exterior pose
as a matter of survival though police and school officials often
target such postures as criminal.
Dance claims her goals are threefold, “(1) to better
understand the experiences of street savvy students who act
“hard” like a “gansta”; (2) to explore the
implications of gangsterlike posturing on schooling; and (3) to
breathe students lives into scholarly debates about the state of
(urban) public education in the United States”(p. 2).
Tough Fronts half meets this mission. We do learn much
more about street savvy students; however, there is no significant
exploration of the impact of their gangsterlike postures on
schooling. There are few views... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Maryann Dickar
New York University E-mail Author MARYANN DICKAR is the Program Director of NYU’s Alternative Certification Initiative as well as a Clinical Assistant Professor of Teaching and Learning. She conducts research on how new teachers develop, the connection between teacher education and teacher practice and on school culture. She is particularly interested in urban education and examines the roles of race, class, and gender in shaping school experiences for students and teachers. She has published articles on the impact of race on teaching practice.
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