"I Just Want to Finish High School Like Everybody Else": Continuation High School Students Resist Deficit Discourse and Stigmatization

Autor/in	Sperling, Jenny
Titel	"I Just Want to Finish High School Like Everybody Else": Continuation High School Students Resist Deficit Discourse and Stigmatization
Quelle	In: Equity & Excellence in Education, 52 (2019) 4, S.465-484 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2019.1691960
Schlagwörter	Student Attitudes; High School Students; Labeling (of Persons); Stereotypes; Resistance (Psychology); Continuation Students; Nontraditional Education; At Risk Students; Minority Group Students; Adolescents; Hispanic American Students; Males; Action Research; Participatory Research; College School Cooperation; Sociolinguistics; Social Justice; Sense of Community; California (Santa Barbara) + Suchen Sie Ihr Suchwort? Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Labeling-Ansatz; Klischee; Resistenz; Non-traditional education; Alternative Erziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Hispanic; Hispanic Americans; Hispanoamerikaner; Male; Männliches Geschlecht; Projektforschung; Forschungstätigkeit; Soziolinguistik; Soziale Gerechtigkeit
Abstract	Alternative education provides different and powerful opportunities for learning. In this article, the author focuses on students who resist stereotypes that are produced and maintained by dominant powers and ideologies, and who share their knowledge and experiences with systemic marginalization. Drawing from classroom videos, qualitative interviews, and a class-produced YPAR project, the author highlights the experiences of ten continuation high school students who speak back to the deficit framing of alternative education students. The students' research project, which is now a public video documentary, has implications for school accountability reformers, educators, and practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01