Composing Lives: Listening and Responding to Marginalized Youth

Autor/inn/en	Boydell, Katherine; Caine, Vera
Titel	Composing Lives: Listening and Responding to Marginalized Youth
Quelle	In: Education Canada, 50 (2010) 5 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1253
Schlagwörter	Youth; Story Telling; Personal Narratives; Listening; Students; Teachers; Imagination; Indigenous Populations; Psychosis; Dropouts; Homeless People; Responses; Student Empowerment; Self Esteem; Learner Engagement + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Erlebniserzählung; Hörvorgang; Zuhören; Student; Schüler; Schülerin; Studentin; Lehrer; Lehrerin; Lehrende; Sinti und Roma; Psychose; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Homeless person; Homeless persons; Obdachloser; Studienberechtigung; Self-esteem; Selbstaufmerksamkeit
Abstract	Shifting perspectives in childhood research have moved the authors away from the objectified status of the child to a view of children and young people as competent social actors who take an active role in sharing their experiences and pose challenges for rethinking the power relationships implicit in many research paradigms. They have listened to youth's stories in their respective research projects--youth who have left school early, youth who have experienced the onset of early psychosis, and youth who are homeless. In listening to youths talk about their lives, the authors reflect upon their own lives as they respond and are carried backwards to their own stories. Paying attention to the unfolding of their own lives is an important aspect of trying to understand the experience of others. The stories of marginalization on the school landscape thus become embedded in relationships and in places of community. In studying and understanding experience narratively, the authors recognize the centrality of relationships, as participants relate and live through stories that speak of their experiences. As researchers and citizens, the authors see it as their responsibility to inquire, alongside and in collaboration with youth. In the telling and retelling of stories, they continuously recognize that lives matter, that each listening brings forth a response, a retelling, and a possibility to shift common plotlines and lives. (Contains 15 endnotes.) (ERIC).
Anmerkungen	Canadian Education Association. 119 Spadina Avenue Suite 705, Toronto, ON M5V 1P9, Canada. Tel: 416-591-6300; Fax: 416-591-5345; e-mail: publications@cea-ace-ca; Web site: http://www.cea-ace.ca/education-canada
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10