diametrically opposed to the culture of the school than those typical social class differences with which we are more familiar. Nonetheless, in equating homelessness with generic dependency and at-risk behavior, while maintaining adherence to an achievement ideology with its claims of inclusivity in the midst of exclusionary practice, schools express their own form of ideological dependency. This dependency is fostered by an unwillingness of a middle class to admit directly to the existence of class conflict and confront its own fears of facing potential homelessness. Given such a climate, the curricular and instructional activities that are utilized by caring and dedicated educators are even more remarkable, although it is difficult to conclude that they will ever become widespread. In acknowledging the presence of social pressures that limit the range of options available to those engaged in curricular and instructional practice, we are able to obtain a clearer perspective regarding the limitations and possibilities for curricular change and reform on a broader scale. If the treatment of homelessness is indicative, then those possibilities are indeed circumscribed.
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