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001    ocm45437408  
003    OCoLC 
005    20200608051157.0 
008    001121s2002    nyu      b    001 0 eng   
010       00067152 
016 7  960143734|2DE-101 
016 7  960143734|2GyFmDB 
019    265528025|a743424175|a1022620210 
020    0820452807|q(pbk. ;|qalk. paper) 
020    9780820452807|q(pbk. ;|qalk. paper) 
035    (OCoLC)45437408|z(OCoLC)265528025|z(OCoLC)743424175
       |z(OCoLC)1022620210 
040    DLC|beng|cDLC|dOHX|dBTCTA|dYDXCP|dLVB|dSZ9XM|dBAKER|dSEO
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042    pcc 
043    n-us--- 
049    STJJ 
050 00 LC46.4|b.G67 2002 
072  7 HV|2lcco 
082 00 373.17/82/0973|221 
100 1  Goodman, Greg S.,|d1949- 
245 10 Reducing hate crimes and violence among American youth :
       |bcreating transformational agency through critical praxis
       /|cGreg S. Goodman. 
260    New York :|bP. Lang,|c©2002. 
300    xiv, 156 pages ;|c23 cm. 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
490 1  Counterpoints ;|vv. 186 
504    Includes bibliographical references and index. 
505 0  |tForeword --|tAcknowledgments --|gPt. 1|tFrom Denial to 
       Understanding --|tViolent Acts and the Culture of Denial
       |g(starting p. 5) --|tChaos Theory and Border Pedagogy
       |g(starting p. 13) --|gPt. 2|tTransformational Agency --
       |tBear's Story|g(starting p. 20) --|tJuan's Story
       |g(starting p. 35) --|tCaroline's Story|g(starting p. 49) 
       --|tJermaine's Story|g(starting p. 55) --|tChuck's Story
       |g(starting p. 62) --|tJamal's Story|g(starting p. 68) --
       |tSuzanna's Story|g(starting p. 73) --|tKathy's Story
       |g(starting p. 78) --|tJeremiah's Story|g(starting p. 86) 
       --|tAntoine's Story|g(starting p. 91) --|tWanda's Story
       |g(starting p. 97) --|gPt. 3|tAdministrator, Teacher, and 
       Counselor Stories --|tAn Administrator's Story|g(starting 
       p. 107) --|tA Teacher's Perspective|g(starting p. 117) --
       |tThe Counselor's Role|g(starting p. 123) --|tA Counselor/
       Educator Perspective|g(starting p. 128) --|tConclusions
       |g(starting p. 135) --|tAfterword|g(starting p. 141) --
       |tReferences|g(starting p. 145) --|tIndex|g(starting p. 
       153) 
520    Many students who fail at school are confused about 
       whether to blame the school, themselves, or their 
       surroundings, and in this, says school psychologist, 
       Gopodman (counseling and special education, California 
       State U.-Fresno), they reflect the confusion of society at
       large. He calls on the students themselves to describe 
       their experience to provide clues to how educators can 
       improve pedagogy and praxis. 
650  0 Alternative education|zUnited States|vCase studies. 
650  0 Violent crimes|zUnited States|xPrevention|vCase studies. 
650  0 Critical pedagogy|zUnited States|vCase studies. 
650  7 Alternative education.|2fast|0(OCoLC)fst00806145 
650  7 Critical pedagogy.|2fast|0(OCoLC)fst00883676 
650  7 Violent crimes|xPrevention.|2fast|0(OCoLC)fst01167326 
650  7 Jugendkriminalität|xKriminalität|xPrävention|zUSA.|2swd 
650  7 Kriminalität|xPrävention|xJugendkriminalität|zUSA.|2swd 
650  7 Gewaltkriminalität|zUSA.|2swd 
651  7 United States.|2fast|0(OCoLC)fst01204155 
651  7 USA|xJugendkriminalität|xKriminalität|xPrävention.|2swd 
651  7 USA|xGewaltkriminalität.|2swd 
655  4 Case studies. 
655  7 Case studies.|2fast|0(OCoLC)fst01423765 
655  7 Case studies.|2lcgft 
776 08 |iOnline version:|aGoodman, Greg S., 1949-|tReducing hate 
       crimes and violence among American youth.|dNew York : P. 
       Lang, ©2002|w(OCoLC)606669937 
830  0 Counterpoints (New York, N.Y.) ;|vv. 186. 
856 42 |3The James Hosmer Penniman Book Fund Home Page|uhttp://
       hdl.library.upenn.edu/1017.12/366263 
994    C0|bSTJ