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Dreams Deferred - Chris Liska Carger
A volume in Research for Social Justice: Personal~Passionate~Participatory Inquiry
(Sponsored by AERA Qualitative Research SIG and International Studies SIG)
Series Editors Ming Fang He, Georgia Southern University and JoAnn Phillion, Purdue University
Mission Statement and Scope: In Dreams Deferred, a follow-up to Of
Borders and Dreams (1996), Chris Carger takes us further into the life of
Alejandro Juarez, Jr., and his family. This work envelopes readers in "la vida
real," real life. Carger followed Alejandro for thirteen years, as he moved from
school to school, experienced difficult relationships with his peers, dropped out
of high school, struggled with employment and an early marriage. The
compelling story of Alejandro's parents obtaining U. S. citizenship parallels
the border crossing story of Carger's first book and illuminates triumphs and
tragedies the family, and many other immigrants, experience as they negotiate
life in the United States, and as they, all too often, have to forsake their hopes and dreams. There are no easy
answers, nor happy endings, to the story of Alejandro and his family.
Unlike many studies on dropping out, Alejandro, his family, and his community are viewed from a positive
perspective versus deficit, "at risk," models in dropout research. The book fits into a newly evolving,
increasingly important, research paradigm that focuses on students'
experience in the context of families, communities, and schools, and deals
with issues of language, culture, and power related to multiculturalism and
social justice. This book informs pre-service and in-service teachers,
educational researchers, administrators, educational policy makers, and those
who advocate for people are marginalized because of cultural, linguistic
issues and learning challenges. It is a timely reflection on a problem that is at
the intersection of this nation's immigration controversies and dropout crisis.
Series Scope: Research for Social Justice: Personal~Passionate~Participatory
Inquiry, the book series, demonstrates a form of educational inquiry that connects the
personal with the political, the theoretical with the practical, and research with social
and educational change. The principle aspect of this form of inquiry that distinguishes
it from others is that the researcher is not separate from the socio-political
and cultural phenomena of the inquiry, the data collected, findings, interpretations,
or writing. The purpose of the proposed book series is to draw together work which
demonstrates three distinct qualities: personal~ passionate~ participatory with
explicit research agendas that focus on equity, equality, and social justice, specific research methodologies that illustrate
the participatory process of the inquiries, and positive social and educational change engendered by the inquiries.
