Literaturnachweis - Detailanzeige
Autor/inn/en | Gosine, Kevin; Islam, Faisal |
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Titel | "It's Like We're One Big Family": Marginalized Young People, Community, and the Implications for Urban Schooling |
Quelle | In: School Community Journal, 24 (2014) 2, S.33-62 (30 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1059-308X |
Schlagwörter | High School Students; Qualitative Research; Low Income Groups; Disadvantaged Youth; Socioeconomic Status; Ethnicity; Urban Environment; Focus Groups; Interpersonal Relationship; Attachment Behavior; Violence; Student Attitudes; Police Community Relationship; Stereotypes; Community Resources; Disadvantaged Environment; Student Surveys; Coping; Change Strategies; Cultural Relevance; Foreign Countries; Interviews; Canada (Toronto) High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Qualitative Forschung; Benachteiligter Jugendlicher; Socio-economic status; Sozioökonomischer Status; Ethnizität; Stadtökologie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Attachment; Bindungsverhalten; Gewalt; Schülerverhalten; Klischee; Schülerbefragung; Bewältigung; Lösungsstrategie; Ausland; Interviewing; Interviewtechnik |
Abstract | This qualitative study explored the perceptions and experiences of high school students from a diverse, low-income urban community in Toronto, Canada. Findings revealed a strong sense of community, reinforced by the interlocking racial and class oppression and stigmatization participants experienced within the broader society, including school. The argument is made that students' strong sense of community stands in contrast to the individualistic ethos that characterizes mainstream schools where educators frequently fail to cultivate the "community cultural wealth" (Yosso, 2005) such students possess. The article concludes with a discussion of strategies educators can utilize to cultivate the strengths that marginalized youth bring to the classroom, highlighting the potential benefits of service learning, in particular. (As Provided). |
Anmerkungen | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |