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conclusion 242 Co-operation and Development suggests. We must continue to work with, for, and by youth to assess, diarize, and resist these processes. Knowing the experience of such marginalization is crucial to understanding . We must continue to map out and assess the empirical trends and their impacts on youth across countries, by region, by social class, by age, by gender, and by cultural status. However, we will not be able to tell how they matter for youth, families, communities, and schools without making visible what it is like to be marginalized in school each day. What does being marginalized in school tell us about how these trends are made, how they reproduce inequity, and how youth, families, and educators are negotiating and fighting back? I guess one of the things that I have become aware of is … the lives of quiet desperation that more of them lead, that we’re completely oblivious to. The single parent, no food, the abuse, the rape, the sexual assault, the issues with the justice system, the significant drug abuse that we’re, we miss as teachers. But even last year [they were] in all the regular classes. And so most of them were written off as you know, they didn’t do the work and they didn’t attend. Not, why were they disengaged? And we never asked that … But now there’s still many of those kids within the school—And they survive …—or they hide. Or they hide and they’re, they’re marginalized and they exist and they’re the ones I think who’ve had a negative … experience in grade school. (Jody, an educator, from Tilleczek, 2012) The authors and artists in this book continue to strive for nuanced and critical understandings and collective responses. We have began to mobilize this work in many ways and places; in homes, schools, communities, and the streets. Best, however, to leave the closing (and opening) spaces to youth as we move collectively forward. References Dewey, J. (1938). Experience and education. New York: Simon and Schuster. Tilleczek, K. (2012). Policy activism with and for youth transitions through public education. Journal of Educational Administration and History, 44(3), 253-267. UN Children’s Emergency Fund (UNICEF). (2007). Child poverty in perspective: An overview of child well-being in rich countries (Innocenti Report Card no. 7). Florence, Italy: UNICEF Innocenti Research Centre. ...

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