Learning from Youth in Alternative Programs: Transforming Schooled Histories into a Reimagined School "for" Education

Autor/inn/en	Panina-Beard, Natalia; Vadeboncoeur, Jennifer A.
Titel	Learning from Youth in Alternative Programs: Transforming Schooled Histories into a Reimagined School "for" Education
Quelle	In: Journal of Education for Students Placed at Risk, 27 (2022) 3, S.239-269 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2022.2032070
Schlagwörter	Youth Programs; Nontraditional Education; Transformative Learning; Inclusion; Culturally Relevant Education; Teaching Methods; Teacher Student Relationship; American Indian Students; Conflict Resolution; Educational Experience; Mainstreaming; Foreign Countries; Barriers; Educational Attainment; Peer Relationship; Dropouts; Student Attitudes; Canada + Suchen Sie Ihr Suchwort? Jugendsofortprogramm; Non-traditional education; Alternative Erziehung; Pädagogische Transformation; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Conflict solving; Konfliktlösung; Konfliktregelung; Bildungserfahrung; Ausland; Bildungsabschluss; Bildungsgut; Peer-Beziehungen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerverhalten; Kanada
Abstract	Young people attending alternative programs often have histories of schooling shaped by inequities; both leave negative traces on learning and identities. Collectively, they share the experience of early school leaving and limited options for high school completion in alternative programs. The purpose of this article is to describe process-oriented qualitative research informed by an Indigenist paradigm that engaged young people, both non-Indigenous and Indigenous students, in transforming their schooled histories to re-imagine a school for education and, ultimately, to build a 3-D foam core model of the school they imagined. Drawing on cultural-historical theory, three themes were generated from the data: (1) "Fit in or else": Institutionalizing children in schools; (2) Alternative programs: The contradictions of care, exclusion, and stigma; and (3) Re-imagining school for education: Insights into relational learning and teaching. The school for education was founded upon a notion of student-teacher relationships as proleptic: as building from the past in the present to create social futures. Conclusions--with implications for schooling and education more broadly--make visible the significance of attending to inequities in the past and present, and how they may differ for non-Indigenous and Indigenous students, in the process of imagining social futures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01