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Tables and Figures | ||
Foreword | ||
Acknowledgments: "Props" | ||
Preface | ||
Introduction: A Study of Street-Savvy Students | 1 | |
Pt. I | "Expert" Points of View | |
1 | There Are No Agents Here: Scholarly Depictions of Black Americans | 15 |
2 | Postures Forged by Social Marginalization | 33 |
Pt. II | The Perspectives of Street-Savvy Students | |
3 | On Being "Hardcore," a "Hardcore Wannabe," or "Hardcore Enough" | 51 |
4 | Social Capital, Cultural Capital, and Caring Teachers: The Perspectives of Street-Savvy Students and a Magic Teacher | 71 |
5 | Malcolm: 24/7/365 | 85 |
Pt. III | Solutions, Broader Implications, and Policy Suggestions | |
6 | Shadows, Mentors, and Surrogate Fathers | 111 |
7 | Fear of the Dark: The Vilification of Urban Students | 127 |
8 | Policy Implications for Individuals in Positions of Influence | 141 |
App | A Brief Review of Selected Literature: Effective Schools and Critical Theory | 149 |
Notes | 155 | |
Glossary of Social Scientific Terms and Concepts | 169 | |
References | 173 | |
Index | 179 |
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