Literaturnachweis - Detailanzeige
| Autor/in | Ruglis, Jessica |
|---|---|
| Titel | Mapping the Biopolitics of School Dropout and Youth Resistance |
| Quelle | In: International Journal of Qualitative Studies in Education (QSE), 24 (2011) 5, S.627-637 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0951-8398 |
| DOI | 10.1080/09518398.2011.600268 |
| Schlagwörter | Action Research; Graduation Rate; Dropouts; Focus Groups; Cognitive Mapping; Participatory Research; Dropout Attitudes; Dropout Characteristics; Dropout Rate; Dropout Research; Educational Policy; Resistance (Psychology); Urban Education; Qualitative Research; Public Health; Politics of Education; Political Power; Adolescent Attitudes; Role of Education; New York; United States |
| Abstract | This article will put forth an introductory argument and evidence for school non-completion as a form of biopower, and school dropout to be considered a form of biopolitical youth resistance in the United States (US). Beginning with a brief overview of the empirical relationship of education to health and current graduation rates in the United States, the first section then intertwines these data to elucidate a framework of education as a form of biopower. Using focus groups (n = 6) and a cognitive mapping method called "X-ray maps," this qualitative, youth participatory action research (YPAR) study of twenty-two (22) youth ages 14-19 in New York City investigated the ways in which schooling is embodied. Its findings reveal what education policy is doing to the body, how and in what ways youth resist these forces. The last section puts forth a theory for considering dropout as a form of biopolitical youth resistance. (Contains 2 figures and 1 table.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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