{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80398"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80398","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"What Is Care? The Birth and Identity Formation of an Alternative Public Middle School","abstract":"\"Drawing on textual analyses of the school's handbook, institutional documents, public policy and popular media; along with copious field notes and open-ended interviews with local politicians, administrators, faculty and children; I argue that though CARE strives to be a place for innovation, hope and academic possibility, the assumptions of cultural deficit, and its attendant solution, behavior modification permeate its character. Thus, I apprehend CARE as a crisis heterotopia, a convoluted and curious site devoid of historical memory as well as theoretical and political situativity, and one that beckons answers to questions of white privilege and racial equality. I further argue that the deficit model for understanding differential academic achievement, masked in deceptively ambiguous discourses of \"\"risk\"\" and \"\"alternative,\"\" is alive and well in the late nineties and will surely creep into the next century.\"","abstract_html":""Drawing on textual analyses of the school's handbook, institutional documents, public policy and popular media; along with copious field notes and open-ended interviews with local politicians, administrators, faculty and children; I argue that though CARE strives to be a place for innovation, hope and academic possibility, the assumptions of cultural deficit, and its attendant solution, behavior modification permeate its character. Thus, I apprehend CARE as a crisis heterotopia, a convoluted and curious site devoid of historical memory as well as theoretical and political situativity, and one that beckons answers to questions of white privilege and racial equality. I further argue that the deficit model for understanding differential academic achievement, masked in deceptively ambiguous discourses of ""risk"" and ""alternative,"" is alive and well in the late nineties and will surely creep into the next century."","abstract_has_math":false,"creators":["Hogan, Maureen Patricia"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Bruce, Bertram C."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:58Z","date_published":"2015-09-25T19:56:58Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Sociology, Ethnic and Racial Studies"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9971097"],"render_values":[{"text":"(MiAaPQ)AAI9971097","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80398","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bruce, Bertram C."]},{"key":"dc:creator","label":"Author","values":["Hogan, Maureen Patricia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:58Z","10000-01-01","2000"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sociology, Ethnic and Racial Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80398","(MiAaPQ)AAI9971097"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Drawing on textual analyses of the school's handbook, institutional documents, public policy and popular media; along with copious field notes and open-ended interviews with local politicians, administrators, faculty and children; I argue that though CARE strives to be a place for innovation, hope and academic possibility, the assumptions of cultural deficit, and its attendant solution, behavior modification permeate its character. Thus, I apprehend CARE as a crisis heterotopia, a convoluted and curious site devoid of historical memory as well as theoretical and political situativity, and one that beckons answers to questions of white privilege and racial equality. I further argue that the deficit model for understanding differential academic achievement, masked in deceptively ambiguous discourses of \"\"risk\"\" and \"\"alternative,\"\" is alive and well in the late nineties and will surely creep into the next century.\"","Made available in DSpace on 2015-09-25T19:56:58Z (GMT). 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I further argue that the deficit model for understanding differential academic achievement, masked in deceptively ambiguous discourses of \"\"risk\"\" and \"\"alternative,\"\" is alive and well in the late nineties and will surely creep into the next century.\"","Made available in DSpace on 2015-09-25T19:56:58Z (GMT). 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