Gilberto Q. Conchas – författare

Youth Resistance for Educational Justice shows how resistance, especially among minoritized groups, is an increasingly crucial dynamic of social and educational transformation. It illustrates the ways in which young people are conceptualizing and asserting more socially just educational futures through participation in social movements. In doing so, this volume affirms the need to understand hope and dreaming as concomitant to concepts of youth resistance and educational change. Rather than focusing on top-down solutions to educational and social inequality, this book centers on grassroots and community-centered examples of resistance and social change within diverse educational settings.

Featuring a wide range of U.S. and international case studies, this book showcases the ways in which racially minoritized young people develop into social and historical actors by engaging in collective activism and organizing, as well as daily forms of individual and interpersonal resistance, within schools and other community-based contexts. These case studies bring together empirically driven narratives that highlight a range of racialized communities and gender diverse communities, in a variety of contexts (urban, suburban, and rural), to show the ways that youth create imaginative resources that interrupt dominance and envision alternative futures in these sites. With chapters focused on theory and praxis, this collection interrogates the structural barriers to educational justice, as well as the cross-cutting factors and practices that resonate across disparate contexts and communities.

With a focus on real-life actions inside schools, community learning environments, and the media, this book provides insightful conceptual tools and examples that are important for critical educational policies and practices. It will therefore be beneficial to postgraduate students and scholars in critical education, educational policy and politics, social justice education, and multicultural education.

Youth Resistance for Educational Justice shows how resistance, especially among minoritized groups, is an increasingly crucial dynamic of social and educational transformation. It illustrates the ways in which young people are conceptualizing and asserting more socially just educational futures through participation in social movements. In doing so, this volume affirms the need to understand hope and dreaming as concomitant to concepts of youth resistance and educational change. Rather than focusing on top-down solutions to educational and social inequality, this book centers on grassroots and community-centered examples of resistance and social change within diverse educational settings.

Featuring a wide range of U.S. and international case studies, this book showcases the ways in which racially minoritized young people develop into social and historical actors by engaging in collective activism and organizing, as well as daily forms of individual and interpersonal resistance, within schools and other community-based contexts. These case studies bring together empirically driven narratives that highlight a range of racialized communities and gender diverse communities, in a variety of contexts (urban, suburban, and rural), to show the ways that youth create imaginative resources that interrupt dominance and envision alternative futures in these sites. With chapters focused on theory and praxis, this collection interrogates the structural barriers to educational justice, as well as the cross-cutting factors and practices that resonate across disparate contexts and communities.

With a focus on real-life actions inside schools, community learning environments, and the media, this book provides insightful conceptual tools and examples that are important for critical educational policies and practices. It will therefore be beneficial to postgraduate students and scholars in critical education, educational policy and politics, social justice education, and multicultural education.

The Complex Web of Inequality in North American Schools analyzes and challenges the critical gaps and inequalities that persist in the American school system. Showing how historical biases have been inherited in current polices relating to non-dominant youth, the text calls for educational reforms that perform in the name of social justice.

This edited collection carefully interrogates how technocratic educational policies and reforms are often unequipped to address the interplay of political, social, economic, ideological factors that are at the roots of educational injustice. Considering the most vulnerable student populations, original case studies explore how inadequate structures, practices, and beliefs have increased marginalization, and highlight those instances in which policy has proved effective in reducing opportunity gaps between economically rich and poor students; between white, Asian, Black and Latino youth; between native English speakers and second language learners; highlighting racial integration and unequal American Indian education; and for students with special educational needs. The insights into such policies shed light on the complex web of historically embedded inequities that continue to shape the construction, roll-out, and consequences of education policy for the most marginalized youth populations today.

This volume will be of interest to graduate, and postgraduate students, researchers and academics in the fields of education policy, sociology of education, economics of education, and history of education, and well as policy evaluation.

The Complex Web of Inequality in North American Schools analyzes and challenges the critical gaps and inequalities that persist in the American school system. Showing how historical biases have been inherited in current polices relating to non-dominant youth, the text calls for educational reforms that perform in the name of social justice.

This edited collection carefully interrogates how technocratic educational policies and reforms are often unequipped to address the interplay of political, social, economic, ideological factors that are at the roots of educational injustice. Considering the most vulnerable student populations, original case studies explore how inadequate structures, practices, and beliefs have increased marginalization, and highlight those instances in which policy has proved effective in reducing opportunity gaps between economically rich and poor students; between white, Asian, Black and Latino youth; between native English speakers and second language learners; highlighting racial integration and unequal American Indian education; and for students with special educational needs. The insights into such policies shed light on the complex web of historically embedded inequities that continue to shape the construction, roll-out, and consequences of education policy for the most marginalized youth populations today.

This volume will be of interest to graduate, and postgraduate students, researchers and academics in the fields of education policy, sociology of education, economics of education, and history of education, and well as policy evaluation.

"Finally, educators leading the movement to smaller high schools have a resource they can draw upon for guidance and direction. This book offers clear, practical advice on how to create small schools that are effective in meeting student needs."—Pedro Noguera, Professor New York University

"Relevant, individualized, and an insightful read. This book will be useful for any school system working to develop small learning communities."—Nancy Betler, Teacher Mentor Charlotte Mecklenburg Schools, NC

Learn about big educational results in smaller schools!

Educators are increasingly turning to small learning communities, which have proven to be highly effective in facilitating academic engagement and achievement, particularly among low-income urban students. This in-depth sociological study reveals the unique aspects of this movement and:

Based on original research, this text offers school leaders and policy makers a deeper understanding of the broad, positive impact of small school reform.