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Intergenerational Stories and the “Othering” of Samoan Youth in Schools

Through a critical cultural assets model, the authors use the methodological practices of collaboration, community site visits, document analysis, and interviews with cultural insiders to explore schools’ continued rejection of academic belonging for people from “othered” communities. They explore t... Full description

Journal Title: The Urban review 2013, Vol.46 (2), p.147-168
Main Author: Yeh, Christine J.
Other Authors: Borrero, Noah E. , Tito, Patsy , Petaia, Lealaisalanoa Setu
Format: Electronic Article Electronic Article
Language: English
Subjects:
Publisher: Dordrecht: Springer Netherlands
ID: ISSN: 0042-0972
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title: Intergenerational Stories and the “Othering” of Samoan Youth in Schools
format: Article
creator:
  • Yeh, Christine J.
  • Borrero, Noah E.
  • Tito, Patsy
  • Petaia, Lealaisalanoa Setu
subjects:
  • Analysis
  • Community
  • Community and Environmental Psychology
  • Cooperation
  • Education
  • Elderly
  • Marginality
  • Minority students
  • Multicultural education
  • Qualitative Methods
  • Qualitative research
  • School Desegregation
  • Schools
  • Social Integration
  • Sociology
  • Teenagers
  • Youth
ispartof: The Urban review, 2013, Vol.46 (2), p.147-168
description: Through a critical cultural assets model, the authors use the methodological practices of collaboration, community site visits, document analysis, and interviews with cultural insiders to explore schools’ continued rejection of academic belonging for people from “othered” communities. They explore the case of Samoan youth—a marginalized cultural group—to contest the shared belief that school-based citizenry is an educational impossibility. Interview data with Samoan elders is analyzed using Consensual Qualitative Research methods (Hill et al. in Couns Psychol 24(4):517–572, 1997 ). They present themes of cultural capacities and academic disconnection to imagine a school context for the integration of cultural assets for “othered” youth (Kliewer and Biklen in Teach Coll Rec 109(12):2579–2600, 2007 ; Kliewer et al. American Educ Res Assoc J 3(2):163–192, 2006 ).
language: eng
source:
identifier: ISSN: 0042-0972
fulltext: no_fulltext
issn:
  • 0042-0972
  • 1573-1960
url: Link


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descriptionThrough a critical cultural assets model, the authors use the methodological practices of collaboration, community site visits, document analysis, and interviews with cultural insiders to explore schools’ continued rejection of academic belonging for people from “othered” communities. They explore the case of Samoan youth—a marginalized cultural group—to contest the shared belief that school-based citizenry is an educational impossibility. Interview data with Samoan elders is analyzed using Consensual Qualitative Research methods (Hill et al. in Couns Psychol 24(4):517–572, 1997 ). They present themes of cultural capacities and academic disconnection to imagine a school context for the integration of cultural assets for “othered” youth (Kliewer and Biklen in Teach Coll Rec 109(12):2579–2600, 2007 ; Kliewer et al. American Educ Res Assoc J 3(2):163–192, 2006 ).
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subjectAnalysis ; Community ; Community and Environmental Psychology ; Cooperation ; Education ; Elderly ; Marginality ; Minority students ; Multicultural education ; Qualitative Methods ; Qualitative research ; School Desegregation ; Schools ; Social Integration ; Sociology ; Teenagers ; Youth
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abstractThrough a critical cultural assets model, the authors use the methodological practices of collaboration, community site visits, document analysis, and interviews with cultural insiders to explore schools’ continued rejection of academic belonging for people from “othered” communities. They explore the case of Samoan youth—a marginalized cultural group—to contest the shared belief that school-based citizenry is an educational impossibility. Interview data with Samoan elders is analyzed using Consensual Qualitative Research methods (Hill et al. in Couns Psychol 24(4):517–572, 1997 ). They present themes of cultural capacities and academic disconnection to imagine a school context for the integration of cultural assets for “othered” youth (Kliewer and Biklen in Teach Coll Rec 109(12):2579–2600, 2007 ; Kliewer et al. American Educ Res Assoc J 3(2):163–192, 2006 ).
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