附註:Includes bibliographical references (pages 217-225) and indexes.
1. Introduction. A sociocultural perspective on [dis]ability -- 2. The boy who had something to say -- 3. "He's what I would call 'out there.'" -- 4. "He was immediate. He was like immediate." -- 5. "Where's the evidence?" -- 6. "Jay just amazes me during this, he really does." -- 7. "It will be very, very difficult for him to learn how to function in the class." -- 8. "It's like a burst, a burst of fire." -- 9. "You got to hear this!" -- 10. "So who wrote it?" -- 11. "Jay, we gotta find you a group." -- 12. "I'm the boy who likes bugs." -- 13. "Do you think I'm proper?" -- 14. "This ain't easy!" -- 15. "Church is not a game!" -- 16. "I think that's why we became very good friends." -- 17. Ability profiling and school failure: learning from Jay's story -- Epilogue -- Appendix: Approaches to inquiry, analysis, and representation.
摘要:Exploring the social and contextual forces that shape the appearance of academic ability and disability, this work shows how these forces influence the perception of academic underachievement by minority students.
