"It's Like We're One Big Family": Marginalized Young People, Community, and the Implications for Urban Schooling

Autor/inn/en	Gosine, Kevin; Islam, Faisal
Titel	"It's Like We're One Big Family": Marginalized Young People, Community, and the Implications for Urban Schooling
Quelle	In: School Community Journal, 24 (2014) 2, S.33-62 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	High School Students; Qualitative Research; Low Income Groups; Disadvantaged Youth; Socioeconomic Status; Ethnicity; Urban Environment; Focus Groups; Interpersonal Relationship; Attachment Behavior; Violence; Student Attitudes; Police Community Relationship; Stereotypes; Community Resources; Disadvantaged Environment; Student Surveys; Coping; Change Strategies; Cultural Relevance; Foreign Countries; Interviews; Canada (Toronto) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Qualitative Forschung; Benachteiligter Jugendlicher; Socio-economic status; Sozioökonomischer Status; Ethnizität; Stadtökologie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Attachment; Bindungsverhalten; Gewalt; Schülerverhalten; Klischee; Schülerbefragung; Bewältigung; Lösungsstrategie; Ausland; Interviewing; Interviewtechnik
Abstract	This qualitative study explored the perceptions and experiences of high school students from a diverse, low-income urban community in Toronto, Canada. Findings revealed a strong sense of community, reinforced by the interlocking racial and class oppression and stigmatization participants experienced within the broader society, including school. The argument is made that students' strong sense of community stands in contrast to the individualistic ethos that characterizes mainstream schools where educators frequently fail to cultivate the "community cultural wealth" (Yosso, 2005) such students possess. The article concludes with a discussion of strategies educators can utilize to cultivate the strengths that marginalized youth bring to the classroom, highlighting the potential benefits of service learning, in particular. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01