ABSTRACT
In previous chapters, I have looked at how urban student identity was negotiated by schooling actors, and how the process of these negotiations was contingent upon historic and social matrices that pose disadvantage and failure as what is given and known about urban students. So entwined, these ongoing processes continuously constitute relations of power and knowledge that foreclose other possibilities for equity and access to education for students. This chapter explores how these discourses translated at the micro level of daily school practice into bounded identities of success and failure at Ohio Magnet School (OMS).
