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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| The Social Construction of Adolescence | |
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| From Adolescence | |
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| The Role of Pubertal Processes | |
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| The American Child and Other Cultural Inventions | |
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| "Teaching Our Sons" | |
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| Denaturalizing Adolescence: The Politics of Contemporary Representations | |
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| The Invention of the Sexual Adolescent | |
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| "Bashing Youth" and "Wild in Deceit" | |
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| Nymphet Fantasies: Child Beauty Pageants and the Politics of Innocence | |
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| Suggested Readings for Further Study | |
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| The Middle School Concept and the Purpose of Education | |
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| From The Emergent Middle School | |
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| Turning Points: Preparing American Youth for the 21st Century | |
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| The Future of Middle Level Education: Optimistic and Pessimistic Views | |
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| Back to the Future: Middle Schools and the Turning Points Report | |
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| Schooling in Capitalist America | |
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| Rivers of Fire: Amoco's iMPACT on Education and Other Corporate Incursions | |
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| From Pedagogy of the Oppressed | |
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| Suggested Readings for Further Study | |
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| The Construction of Identity | |
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| Identity: Youth and Crisis | |
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| Racial Identity Formation and Transformation | |
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| Freedom for Some, Discipline for "Others": The Structure of Inequity in Education | |
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| From Representation: Cultural Representations and Signifying Practices | |
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| From Bad Boys: Public Schools in the Making of Black Male Masculinity | |
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| Asian Americans: The Absent/Silenced/Model Minority | |
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| Lesbian and Gay Adolescents: Social and Developmental Considerations | |
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| Canal Town Girls | |
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| Subtractive Schooling and Divisions Among Youth | |
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| English Only: The Tongue-Tying of America | |
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| Suggested Readings for Further Study | |
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| Curriculum, Assessment, and Critical Pedagogy | |
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| A Special Kind of Unity | |
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| Critical Pedagogy and the Social Construction of Knowledge | |
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| Social Class and School Knowledge | |
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| Teaching and Learning Mathematics for Social Justice in an Urban, Latino School | |
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| "You Can't Just Say That the Only Ones Who Can Speak Are Those Who Agree With Your Position": Political Discourse in the Classroom | |
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| "How Come There Are No Brothers on That List?": Hearing the Hard Questions All Children Ask | |
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| Standardization, Defensive Teaching, and the Problems of Control | |
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| Suggested Readings for Further Study | |
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| About the Editors | |
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| Permissions | |