Continuation schools are historically constructed places of both academic and social rejection. With cultural rhetorics theory providing a context for the research, this inquiry values student stories and experiences. This IRB-approved case study analyzes continuation school education, including classroom participant-observation and interview data to explore if the current academic system is failing these children, and, if so, is failure essentially manufactured and a result of socialized oppression. Therefore, this case study provides a means to hear the voices of those students placed in a continuation school and the voice of a classroom teacher’s perspective on the school curriculum and educational practice.
","abstract_html":"<p>Continuation schools are historically constructed places of both academic and social rejection. With cultural rhetorics theory providing a context for the research, this inquiry values student stories and experiences. This IRB-approved case study analyzes continuation school education, including classroom participant-observation and interview data to explore if the current academic system is failing these children, and, if so, is failure essentially manufactured and a result of socialized oppression. Therefore, this case study provides a means to hear the voices of those students placed in a continuation school and the voice of a classroom teacher’s perspective on the school curriculum and educational practice.</p>","abstract_has_math":false,"creators":["Mbodwam, Samantha"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Jan Osborn","Ian Barnard","Joanna Levin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-05-01T07:00:00Z","date_published":"2021-05-01T07:00:00Z","updated_at":"2026-07-24T01:38:16Z","subjects":["continuation schools","social oppression","student stories","high school","Adult and Continuing Education","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/english_theses/39","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jan Osborn","Ian Barnard","Joanna Levin"]},{"key":"dc:creator","label":"Author","values":["Mbodwam, Samantha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-05-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["continuation schools","social oppression","student stories","high school","Adult and Continuing Education","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/english_theses/39"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Continuation schools are historically constructed places of both academic and social rejection. With cultural rhetorics theory providing a context for the research, this inquiry values student stories and experiences. This IRB-approved case study analyzes continuation school education, including classroom participant-observation and interview data to explore if the current academic system is failing these children, and, if so, is failure essentially manufactured and a result of socialized oppression. Therefore, this case study provides a means to hear the voices of those students placed in a continuation school and the voice of a classroom teacher’s perspective on the school curriculum and educational practice.
"]},{"key":"dc:source","label":"Dc Source","values":["Mbodwam, Samantha Alyssa. “Why Are We Still Reading About Rosa Parks?”: Essential Questions for Continuation Schools. 2021. Chapman University, MA Thesis. Chapman University Digital Commons, https://doi.org/10.36837/chapman.000278"]},{"key":"dc:title","label":"Title","values":["“Why Are We Still Reading About Rosa Parks?”: Essential Questions for Continuation Schools"]}]}],"canonical_facts":{"dc:contributor":["Jan Osborn","Ian Barnard","Joanna Levin"],"dc:creator":["Mbodwam, Samantha"],"dc:date.available":["2021-05-14T07:00:00Z"],"dc:description.abstract":["Continuation schools are historically constructed places of both academic and social rejection. With cultural rhetorics theory providing a context for the research, this inquiry values student stories and experiences. This IRB-approved case study analyzes continuation school education, including classroom participant-observation and interview data to explore if the current academic system is failing these children, and, if so, is failure essentially manufactured and a result of socialized oppression. Therefore, this case study provides a means to hear the voices of those students placed in a continuation school and the voice of a classroom teacher’s perspective on the school curriculum and educational practice.
"],"dc:identifier":["https://digitalcommons.chapman.edu/english_theses/39"],"dc:source":["Mbodwam, Samantha Alyssa. “Why Are We Still Reading About Rosa Parks?”: Essential Questions for Continuation Schools. 2021. Chapman University, MA Thesis. Chapman University Digital Commons, https://doi.org/10.36837/chapman.000278"],"dc:subject":["continuation schools","social oppression","student stories","high school","Adult and Continuing Education","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry"],"dc:title":["“Why Are We Still Reading About Rosa Parks?”: Essential Questions for Continuation Schools"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T01:38:16Z"}