By Jane P. Nagle
Voices from the Margins is an exam of the college reports of twenty working-class scholars in vocational excessive faculties. spotting the complexity and the importance of those tuition individuals’ stories enriches our knowing of the hierarchical distribution of energy constructions inside of colleges. on the middle of the e-book are the phrases of the individuals who took half within the phenomenological interview procedure. They speak frankly approximately their lives at school and consider the meanings that they drew from their reports. what's really awesome approximately their tales is that most of the contributors interviewed by no means gave up their struggles to beat the limitations that have been combating them from achieving their rightful areas in the tuition. through telling their tales they're informing us approximately what's occurring to the disempowered in faculties.
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Additional resources for Voices from the Margins: The Stories of Vocational High School Students
I wanted to learn. I took out nonfiction. You know what I loved? I loved books of records. You know, these were the books that listed people who excelled in some way. I loved reading those records. When I read anything, I feel like I am improving myself. If I am at the doctor’s office, I take all those pamphlets and read them. I learn things that I don’t learn in school. So I continue to learn outside of school. I am like thirsty to learn. Do you want to know something, I never moved out of level two reading.
She was seventeen and was pregnant. She saw school not as a place where she was on the outside trying to get in but rather as a place where she felt safe and included.
Ninety percent of the student population came from families who were in the working class. Four Rural Schools Four rural schools were the settings for four participants. Although I did not visit the schools, the four participants described their schools as being regional vocational high schools servicing small rural communities. All four experienced bus rides to and from school ranging from twentyfive minutes to forty minutes. All participants expressed the feeling of being isolated from the school social life and extracurricular activities because the distance from their homes prohibited them from staying after school.