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By Kathleen M. Collins

Ability Profiling and college Failure, Second Edition explores the social and contextual forces that form the looks of educational skill and incapacity and the way those forces impact the notion of educational underachievement of minority scholars. on the book’s center is the strong case research of a reliable 5th grader named Jay, an African American boy becoming up in a predominantly white, rural neighborhood, who was once excluded from partaking in technology and literacy discourses inside his school room group.

In this new version, researcher and teacher-educator Kathleen Collins situates the tale of Jay’s fight to be visible as useful inside of present scholarly conversations concerning the contextualized nature of dis/ability. particularly, she connects her paintings to fresh study into the overrepresentation of minority scholars in targeted schooling, exploring the jobs of positioned literacies, lecture room interactions, and social stereotypes in deciding upon how a few scholars turn out to be pointed out as "disabled." Ability Profiling and college Failure, moment Edition contains an intensive research into the socially built nature of skill, identification, and fulfillment, illustrating the position of academic and social exclusion in positioning scholars inside of specific identities.

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Extra info for Ability profiling and school failure: one child's struggle to be seen as competent

Sample text

Yeah,” his grandfather agrees. “You can’t even see what it is,” his grandmother continues. “Yeah, that’s true,” his grandfather agrees again. “Well, first let’s try to figure out what some of it is—” Mrs. Armstrong begins. “It, it connects. He don’t break it. He don’t form … ” Jay’s grandfather explains. “Connects,” echoes his grandmother. “ … He don’t, he don’t take his time,” Jay’s grandfather goes on. “He wastes a lot of space,” his grandmother adds. “He write too small, he don’t press hard enough, like.

Asks Mrs. Simpson. ” Mrs. Armstrong adds, and Mrs. Simpson’s question is left unanswered. ” “Well, then, when you do that, you’re choosing to act up. So when Mrs. Simpson and I see you doing something you shouldn’t do, that’s a choice you’re making. ” Mrs. ” “And the arguing back and forth when you do something is really not necessary either. You know just as well as I do … ” “ … and the comments aren’t necessary,” adds Mrs. Simpson “Yeah, the comments aren’t necessary. The arguing,” Mrs. Armstrong continues.

It is a story that challenges prevailing notions of ability as a quantifiable characteristic people either have or don’t have, a story that requires us to consider how and why communities work to exclude some members and thus position them as disabled or different. It is a story that asks us to examine our own assumptions when we exclude or silence a child “for his own good” or “so he’ll learn to behave,” or when we decide that a child must be impaired or disabled because he is not learning the way that we teach.

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