Youth, Education, and Marginality
Local and Global Expressions
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
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Title Page, Copyright, Dedication
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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, ...
Introduction: Living Intersections of Marginality
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First get off the streets, second get a job, third finish your education so you can get a career. So it is like steps at a time. It is like some people have those things already and they are lucky that they have those things already handed to them and they don’t have to start at the bottom and work their way up. They don’t understand what that is like. Starting at ...
Opening Words: Youth Poetry and Prose
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Trapped in the vicious cycle of need to belong and to be someone.I face the pictures of soldiers losing their lives fighting for power, I face the pictures of others like me wielding weapons of self destruction I face the pictures of smoke from factories clouding up the sky until, In the dark I wonder what I am meant to be, what I am meant to do, ...
Chapter 1: Humanities-Infused Praxis by, with, and for Youth: Esoteric Hope
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I thought how unpleasant it is to be locked out; and I thought how it is worse, perhaps, to be locked in and thinking of the safety and prosper-ity of the one sex and the poverty and insecurity of the other and of the effect of tradition and of the lack of tradition on the mind of the writer, I thought at last it was time to roll up the crumpled skin of the day with its ...
Chapter 2: Young People Speaking Back from the Margins
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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. The young people I have worked with are predomi-nantly from backgrounds where they, their families, and their communities ...
Chapter 3: The Unique Status of Marginalization: The Birth of Youth-Empowering Parents
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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. The conclusion one would draw is that Hassan is like most Canadians—however, that would be far from the truth. Hassan does not ...
Chapter 4: Marginal Spaces, Disparate Places: Educational and Youth Practices in a Globalizing World
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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. With a rapidly growing population, competitive exams were the means “to ...
Chapter 5: A Time for Dreams: The Right to Education for First Nations Children and Youth Living On-Reserve
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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, sitting atop a toxic site contaminated by thou-sands of gallons of diesel fuel (Office of the Parliamentary Budget Officer ...
Chapter 6: Marginalization Inside Education: Racialized, Immigrant, and Aboriginal Youth
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It means to me that they’re kids whom the system has failed and it has turned them off of school ... because … when you look at the kids who are dropouts and they turn around and do something and then succeed at it, it means that they had the capability but it was not tapped … If the system had provided the necessary nurturing for those kids, they would have made ...
Chapter 7: Marginalized Youth in Education: Social and Cultural Dimensions of Exclusion in Canada and the United Kingdom
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The marginalization of young people in education systems is a process that occurs in all advanced societies, and, despite changes in the organiza-tion of education and in patterns of participation, inequalities remain deeply entrenched. The groups that are most prone to marginalization vary from country to country—in Canada and Australia, Aboriginal groups are vulner-able and, in Europe, the Roma have long been a concern. Immigrants who ...
Chapter 8: On Being Poor in School
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I want to tell you what it is like to never have had the chance of feeling excited about being educated. It is hard to feel pride when your classrooms are cold and mice run over our lunches. It is hard to feel you can have a chance to grow up as somebody important when you don’t have proper resources like libraries and science labs. That’s why some of our students ...
Chapter 9: Still Sleeping in the “Gay Tent”? Queer Youth in Canadian Schools
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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 during my temporary project position at the Prince Edward Island (PEI) Human Rights Commission (PEIHRC) and in ...
Chapter 10: Narrative Understandings of Lives in (and out of) Schools
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Our scholarly and personal interests intertwine in our research in under-standing 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. In the project we describe in this chapter, alongside a group of other researchers, we ...
Chapter 11: Does Special Education Marginalize Young People?: The Need for Evidence-Informed Practices
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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). Recently, governments have compli-cated the picture by setting goals for graduation rates that inadvertently further ...
Chapter 12: Using Visual Arts to Enhance Mental Health Literacy in Schools
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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 (Canadian Alliance on Mental Illness and Mental Health, 2008). Mental health literacy involves a range of skills and ...
Conclusion: Moving Forward: With, For, and By Youth
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The true measure of a nation’s standing is how well it attends to its chil-dren—their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born. (UN Children’s Fund, 2007)Educators, social scientists, and youth have long been concerned with the distribution and intersections of inequalities as they play out for young ...
Closing Words: Youth Poetry and Prose
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Bit of an odd word, isn’t it? At least, it’s not word you hear every day. I’ll admit that at first glance I wasn’t exactly sure what it meant. I had a vague idea, but isn’t the whole point of this piece to truly understand and express the meaning of marginalized youth? So I decided to dig a little deeper. Now, my mother always told me that in order to understand bigger words you needed to find the smaller ...
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Hearing Voices: Qualitative Inquiry in Early Psychosis, edited by Katherine M. Boydell Preventing Eating-Related and Weight-Related Disorders: Collaborative Research, Advocacy, and Policy Change, edited by Gail L. McVey, Michael P. Levine, Nina Piran, Youth, Education, and Marginality: Local and Global Expressions, edited by Kate Tilliczek and H. Bruce Ferguson / 2013 / 264 pp. / ISBN 978-1-55458-634-9...
Page Count: 256
Publication Year: 2013
Series Title: SickKids Community and Mental Health