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Youth, Education, and Marginality

Local and Global Expressions

Edited by Kate Tilliczek

Publication Year: 2013

Youth, Education, and Marginality: Local and Global Expressions is a close examination of the lives of marginalized young people in schools. Essays by scholars and educators provide international insights grounded in educational and community practice and policy. They cover the range and intersections of marginalization: poverty, Aboriginal cultures, immigrants and newcomers, gay/lesbian youth, rural—urban divides, mental health, and so forth. Presenting challenges faced by marginalized youth alongside initiatives for mitigating their impact, the contributors critique existing systems and engage in a dialogue about where to go from here.

Youth poetry, prose, and visual art complement the essays.

Published by: Wilfrid Laurier University Press

Cover

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p. 1-1

Title Page, Copyright, Dedication

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pp. 2-7

Contents

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pp. vii-x

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Acknowledgements

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pp. xi-xii

This book is a celebration. It would not have been possible without the relentlessly kind vision of Bruce Ferguson, founder and director of the Community Health Systems Group at the Hospital for Sick Children in Toronto. This project, like so many others, bears Bruce’s stamp of infectious and sincere optimism for children and youth, ...

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Introduction: Living Intersections of Marginality

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pp. 1-8

This book provides evidence and discussion about the ways in which Canadian schools are not always doing well by young people in late modernity. The contributors of this book provide both local and global contexts, data, experiences, and lessons. This variability has been with us since the early twentieth century ...

Opening Words: Youth Poetry and Prose

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pp. 9-16

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Chapter 1: Humanities-Infused Praxis by, with, and for Youth: Esoteric Hope

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pp. 17-42

In this chapter, we begin in that inscrutable society in which the liberal arts and humanities are under attack in public education. This criticism has been well documented recently by philosophers, social scientists, film makers, and journalists (Collini, 2009; Nussbaum, 2009; Srigley, 2012). ...

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Chapter 2: Young People Speaking Back from the Margins

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pp. 43-60

The line I want to take in this chapter is that the way we position young people has a profound bearing on how we deal with them, both in terms of policy and practicality. In taking this line, I want to draw upon some of the issues that have emerged from my own research with young people in Australia over the past two decades or so. ...

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Chapter 3: The Unique Status of Marginalization: The Birth of Youth-Empowering Parents

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pp. 61-74

It is a routine phenomenon in neighbourhoods such as Regent Park. Hassan returns home after a seven-hour shift, opens and reads the mail, arranges to pay the bills, and decides which mobile phone, television, and Internet service to subscribe to.1 In essence, Hassan makes most of the major financial decisions in the family. ...

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Chapter 4: Marginal Spaces, Disparate Places: Educational and Youth Practices in a Globalizing World

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pp. 75-92

Arriving in an urban settlement in Vanuatu, an archipelago in the southwest Pacific, I was immediately struck by the large numbers of energetic out-of-school children and youth who announced with strong conviction that they had “already failed.” They were alluding to their failure to pass the examinations needed to move through the various levels of formal education in Vanuatu. ...

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Chapter 5: A Time for Dreams: The Right to Education for First Nations Children and Youth Living On-Reserve

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pp. 93-114

First Nations schools in Canada receive approximately $2,000-3,000 less per student, per year for elementary and secondary education on-reserve (Council of Education Ministers [CMEC], 2010). Many First Nations schools are in deplorable condition, infested with mould, rats, snakes, or, as in the case of Attawapiskat First Nation, ...

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Chapter 6: Marginalization Inside Education: Racialized, Immigrant, and Aboriginal Youth

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pp. 115-136

We cannot discuss youth marginalization in all of its complexities without connecting it to processes of exclusion/inclusion and the concomitant devaluation of bodies, experiences, cultures, and histories that take place within our communities. Some of these exclusionary practices are structural and systemic in nature. ...

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Chapter 7: Marginalized Youth in Education: Social and Cultural Dimensions of Exclusion in Canada and the United Kingdom

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pp. 137-154

The marginalization of young people in education systems is a process that occurs in all advanced societies, and, despite changes in the organization of education and in patterns of participation, inequalities remain deeply entrenched. The groups that are most prone to marginalization vary from country to country— ...

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Chapter 8: On Being Poor in School

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pp. 155-176

We must no longer speak of a hidden curriculum in schools. This is not because it no longer exists but, rather, because the problem is no longer hidden. We are witnessing a rabid staying power of inequity, new forms of marginalization, growing income inequality, and the breakdown of public education. ...

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Chapter 9: Still Sleeping in the “Gay Tent”? Queer Youth in Canadian Schools

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pp. 177-196

This chapter takes a decidedly current and critical view of the schooling of queer youth in Canada. It is based on a number of sources, including the early political activism and ethnographic research work of George Smith (1998) in Ontario high schools in the 1980s and 1990s, in addition to my own current critical research/practice work ...

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Chapter 10: Narrative Understandings of Lives in (and out of) Schools

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pp. 197-218

Our scholarly and personal interests intertwine in our research in understanding lives narratively as unfolding, enfolding, nested compositions (Clandinin & Connelly, 2000; Clandinin et al., 2006). For many years now, following John Dewey’s (1938) ideas on education as experience, we have worked with others to attend to lives in the making, lives in motion. ...

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Chapter 11: Does Special Education Marginalize Young People?: The Need for Evidence-Informed Practices

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pp. 219-228

High school students do not like to be marginalized by their peer group, which is the high school community at large. However, high school special education programs unfortunately promote marginalization by institutionally segregating students through program practices, despite evidence-informed calls for inclusive education (Hehir, 2005). ...

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Chapter 12: Using Visual Arts to Enhance Mental Health Literacy in Schools

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pp. 229-240

Mental health literacy refers to the knowledge and attitudes about mental disorders that help in their recognition, management, or prevention (Jorm et al., 1997). This definition has recently been more broadly defined as the knowledge and skills that enable individuals to access, understand, and apply information for mental health ...

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Conclusion: Moving Forward: With, For, and By Youth

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pp. 241-242

Educators, social scientists, and youth have long been concerned with the distribution and intersections of inequalities as they play out for young people: How are inequalities reproduced and/or resisted in schools? How are we to respond to them? Do we truly reflect the issues as youth experience them? ...

Closing Words: Youth Poetry and Prose

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pp. 243-248

Index

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pp. 249-250

Further Reading

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p. 265-265


E-ISBN-13: 9781554586547
E-ISBN-10: 1554586542
Print-ISBN-13: 9781554586349
Print-ISBN-10: 1554586348

Page Count: 256
Illustrations: Illustrated
Publication Year: 2013

Series Title: SickKids Community and Mental Health