This book reveals how processes of racialized, gendered, and classed exclusion are organized across institutional contexts making it difficult to see and disrupt the relations through which privilege is protected for some and denied others.
This book reveals how processes of racialized, gendered, and classed exclusion are organized across institutional contexts making it difficult to see and disrupt the relations through which privilege is protected for some and denied others.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Naomi Nichols is an assistant professor in the Faculty of Education at McGill University. Nichols’ primary research focus is youth equity. She has published extensively on structural and policy drivers of inequality, poverty, and homelessness. Her secondary research focus is on processes of mobilizing diverse forms of knowledge to influence equitable social and policy change. Her central objective is to generate and mobilize an evidence base, which will drive processes of practice, policy and institutional change
Inhaltsangabe
Foreword by Dorothy E. Smith Introduction: The Institutional and Policy Contexts That Shape Young People’s Lives Outline of the Book 1. Experience, Ontology, and Sociologies of Resistance Social Research and Ideology Beyond Alienation: Ideology and Processes of Domination Beginning with Experience Conclusion: A Feminist Method of Inquiry 2. Participatory Institutional Ethnographies of the State Project 1: Schools, Safety, and the Urban Neighbourhood Project 2: Sampling Youth Development Research Participants Methods Analysis Youth Summer Research Internships 3. The Neoliberal State and the Creation of Race, Class, and Gender Racism without Intent The Police "Don’t Care About Us" Differential Policing Practices Housing, Policing, and the State Conclusion: Technologies of Evidence and the Construction of a Post-Racial, Post-Gendered, Post-Class World 4. Evidential Practices in Education and the Negation of Race Comparing Educational Contexts: Toronto and Montreal Educational Exclusions and the Evidential Turn in Education Teachers: "Most of Them Mean Very Well" Conclusion: The Affirmation of Race, Class, and Gender Categories in Post-race, Post-class, and Post-gender Times 5. Risk, Safety, Inclusion, and the Inter-Institutional Organization of Educational Interventions Like Moves on a Chessboard "Special" Education - Assessment, Identification, and Segregation "Welcome Schools," Language Laws, and Inter-Cultural Policies Youth "At Risk" Negotiating, Coordinating, and Enabling Access to Education Conclusion 6. State Surveillance and School Discipline Safe Schools Policy Background: Ontario and Quebec "Then I Got Suspended:" Young People’s Experiences of School Discipline in Montreal and Toronto School Discipline, Surveillance, and Educational (Under) Achievement Institutionally Organized Intersections: Special Education and School Safety Intersectional Practices of Surveillance: Education, Child Protection, Policing, and Probation Conclusion My Next Moves References Index
Foreword by Dorothy E. Smith Introduction: The Institutional and Policy Contexts That Shape Young People’s Lives Outline of the Book 1. Experience, Ontology, and Sociologies of Resistance Social Research and Ideology Beyond Alienation: Ideology and Processes of Domination Beginning with Experience Conclusion: A Feminist Method of Inquiry 2. Participatory Institutional Ethnographies of the State Project 1: Schools, Safety, and the Urban Neighbourhood Project 2: Sampling Youth Development Research Participants Methods Analysis Youth Summer Research Internships 3. The Neoliberal State and the Creation of Race, Class, and Gender Racism without Intent The Police "Don’t Care About Us" Differential Policing Practices Housing, Policing, and the State Conclusion: Technologies of Evidence and the Construction of a Post-Racial, Post-Gendered, Post-Class World 4. Evidential Practices in Education and the Negation of Race Comparing Educational Contexts: Toronto and Montreal Educational Exclusions and the Evidential Turn in Education Teachers: "Most of Them Mean Very Well" Conclusion: The Affirmation of Race, Class, and Gender Categories in Post-race, Post-class, and Post-gender Times 5. Risk, Safety, Inclusion, and the Inter-Institutional Organization of Educational Interventions Like Moves on a Chessboard "Special" Education - Assessment, Identification, and Segregation "Welcome Schools," Language Laws, and Inter-Cultural Policies Youth "At Risk" Negotiating, Coordinating, and Enabling Access to Education Conclusion 6. State Surveillance and School Discipline Safe Schools Policy Background: Ontario and Quebec "Then I Got Suspended:" Young People’s Experiences of School Discipline in Montreal and Toronto School Discipline, Surveillance, and Educational (Under) Achievement Institutionally Organized Intersections: Special Education and School Safety Intersectional Practices of Surveillance: Education, Child Protection, Policing, and Probation Conclusion My Next Moves References Index
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