Naomi Nichols

Youth, School, and Community

Participatory Institutional Ethnographies

• Broschiertes Buch

Produktbeschreibung

Unlike other books about youth, this book examines how young people’s experiences of inclusion and exclusion are shaped by extended social relations, coordinating thought and conduct across time and space. Working with young people, using a range of participatory institutional ethnographic strategies, this book investigates the social and institutional relations which differentially punctuate our lives. While research began with what young people know and have experienced, this starting place anchors an investigation of public sector institutions and institutional processes that remain implicated in social-historical-economic processes of global capitalism, imperialism, and colonialism. Youth, School, and Community connects the dots between the abstract objectified accounts produced by institutions and enabling institutional action and accounting practices, and the actual material conditions of young people’s lives and development, which these accounts obscure. By focusing on specific policies and procedures that produce young people’s experiences of racialized inclusion/exclusion, safety/risk make it particularly useful to academics, professionals, and activists who want to ensure that young people experience equitable access to public sector resources and not disproportionate exposure to public sector punishments and punitive interventions.

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Produktdetails

• Verlag: University of Toronto Press
• Seitenzahl: 224
• Erscheinungstermin: 28. Oktober 2019
• Englisch
• Abmessung: 226mm x 152mm x 15mm
• Gewicht: 340g
• ISBN-13: 9781487522599
• ISBN-10: 1487522592
• Artikelnr.: 56150108

Autorenporträt

By Naomi Nichols

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