For whom the school bell tolls: conflicting voices inside an alternative high school.

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Show simple item record Kim, Jeong-Hee 2011-06-16T13:28:05Z 2011-06-16T13:28:05Z 2011-06-16
dc.description.abstract This article is a study of conflicting voices inside an alternative high school in Arizona. Voices of alternative schools are, quite often, not included in the discourse of curriculum reform even though the number of alternative schools is growing every year. Bakhtinian novelness of polyphony, chronotope, and carnival are incorporated into an arts-based,storied form of representation to provoke empathic understanding among readers. Multiple voices (polyphony) of the school are juxtaposed within a certain time and space (chronotope) while all the different voices are valued equally (carnival) to represent conflicting views on public alternative school experiences. The purpose of the article is to provide readers with vicarious access to tensions that exist in an alternative school, so that they may engage in questioning the nature and purpose of these spaces. In so doing, the study aims to promote dialogic conversations about “best practice” for disenfranchised students who are subject to experiencing educational inequalities in the current era of accountability and standardization. en_US
dc.relation.uri en_US
dc.rights Permission to archive granted by Margaret Macintyre Latta, IJEA Co-Editor, May 31, 2011 en_US
dc.subject Alternative schools en_US
dc.subject Disenfranchised students en_US
dc.subject Bakhtinian novelness en_US
dc.title For whom the school bell tolls: conflicting voices inside an alternative high school. en_US
dc.type Article (publisher version) en_US 2006 en_US
dc.citation.epage 19 en_US
dc.citation.issue 6 en_US
dc.citation.jtitle International Journal of Education & the Arts en_US
dc.citation.spage 1 en_US
dc.citation.volume 7 en_US
dc.contributor.authoreid jhkim en_US

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