“Why Are We Still Reading About Rosa Parks?”: Essential Questions for Continuation Schools

<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>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

English

Year dc:date.available

2021

Author dc:creator

• Mbodwam, Samantha

Contributors dc:contributor

• Jan Osborn
• Ian Barnard
• Joanna Levin

• continuation schools
• social oppression
• student stories
• high school
• Adult and Continuing Education
• Bilingual, Multilingual, and Multicultural Education
• Curriculum and Instruction
• Curriculum and Social Inquiry

Repository record dc:identifier

https://digitalcommons.chapman.edu/english_theses/39

OAI identifier oai:identifier

oai:digitalcommons.chapman.edu:english_theses-1041