After the School Bell Rings


reviewed by James Raffan & James K. Olson - 1987

coverTitle: After the School Bell Rings
Author(s): Gerald A. Grant, Christene Sleeter
Publisher: Falmer Press, London
ISBN: 0750705590, Pages: , Year: 1986
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In the qualitative tradition of Lortie’s School Teacher and ethnographies like Beachside Comprehensive, After the School Bell Rings is an excellent example of the power and richness of in-depth case study investigation. Over a three-year period, University of Wisconsin-Madison researchers Grant and Sleeter probed a recently desegregated and mainstreamed junior high school in a midwestern city, examining the behavior and cultural knowledge of students, teachers, and administrators, with emphasis on biases of sex, race, social class, and handicap. The book moves slowly at first—transcript excerpts chop up the story line—but develops into an engaging portrait of life in a multiracial school. The study is set in the context of conflict theory and centers on two fundamental questions: How are participants in the school reproducing unequal social relationships? How are people in the school affirming the notion of equality for all? Grant and Sleeter ally themselves with conflict theorists who have built... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 89 Number 1, 1987, p. 153-155
https://www.tcrecord.org ID Number: 560, Date Accessed: 9/27/2020 5:13:20 AM

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