Reframing Student Oppositional Behavior through the Theoretical and Ideological Lens of Resistance and Resilience

Autor/in	Boraggina-Ballard, Lena. E.
Titel	Reframing Student Oppositional Behavior through the Theoretical and Ideological Lens of Resistance and Resilience
Quelle	In: Journal for Critical Education Policy Studies, 20 (2023) 3, S.123-167 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boraggina-Ballard, Lena. E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Behavior; Resistance (Psychology); Restorative Practices; Learner Engagement; Resilience (Psychology); At Risk Students; Behavior Problems; Self Concept; African American Students; Urban Schools; High School Students; Nontraditional Education; Student Participation + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Resistenz; Selbstkonzept; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Oberschule; Non-traditional education; Alternative Erziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This critical ethnography explored the experiences of student and staff participants at an alternative urban high school through the theoretical and ideological lens of resistance. The study sought to answer the question, "Why did students in Restorative Justice classes resist engaging in meaningful dialogue or were academically disengaged altogether? The emergent grounded theory was analyzed through the lens of Bronfenbrenner's Bioecological Systems Theory and Spencer's Phenomenological Variant of Ecological Systems Theory. Findings include: (1) resistance,?when viewed through the lens of resilience provides a valuable theoretical lens for understanding the relationship between students at risk, schools and the broader society, and examining the behaviors (corrective problem solving strategies) youth at risk employ to resolve the stress and dissonance in their lives; (2) the cumulative effects of one's personal, cultural, and historical experiences/events not only consciously and unconsciously shape one's life, but can have a detrimental and enduring impact on all aspects of development. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01