This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.
The Impact of Exclusionary Practices on the School Lives of African-American Males
Considerations for Addressing Gender in Secondary School Settings
It has long been argued that gender considerations are an important factor in educational outcomes for students. The impact of social and of cultural beliefs concerning the value of education has often been implicated in gender differences in outcomes of schooling. While social constructions of masculinity warrant scrutiny both in society in general and in education, a focus on the social determinants of behaviour and attitudes does not always allow for full consideration of individual factors, such as affective or social-emotional determinants of responses to situations. This paper discusses the findings of a qualitative study of student perceptions of quality of school life and of student self-concept that was conducted in six different Australian schools. The findings of this study show that as well as gender differences, there were differences related to the school location, the socio-economic group the students belonged to, and the age of the student. These findings point towards the need to investigate gender in schools using an ecological model of gendered perceptions of school life that can take account of both individual and environmental factors.
The student revolt of the late 1960s had far-reaching repercussions in large parts of West German academia. This article sheds light on the group of liberal scholars who enjoyed a relative cohesiveness prior to "1968" and split up in the wake of the student revolt. The case of Kurt Sontheimer (1928-2005) offers an instructive example of the multifaceted process of a "liberal critic" turning into a liberal-conservative. While he initially welcomed the politicization of students and the democratization of universities, he became increasingly concerned about the stability of West Germany's political order and placed more and more emphasis on preserving, rather than changing the status quo. Sontheimer was a prime example of a liberal critic shifting and being shifted to the center-Right within a political culture that became increasingly polarized during the 1970s.
Today's German Green Party looks much like its parliamentary counterparts. However, the long-term political experience of activists who founded the party informed flexible and open political thinking and structure, and raised questions about the nature of deep social change that are worth returning to. The Green Party in its current form is not the only possible relevant and practical manifestation of this thinking. This piece briefly traces an evolution of political thought before the emergence of the Green Party through the case of one former activist.
The Construction of Masculinity among German Students
This article discusses strategies of constructing masculinity among German school boys and shows the close interrelation of social status, social and symbolic value, and the success or failure of playing with male gender orders. It highlights the important role of the body in these processes. Based on data from ethnographical research the article shows that the body is an actor as well as target in the subordination strategies, which often includes the feminisation of other boys
Karl Frerichs, Peter Kuriloff, Celine Kagan, Joseph Nelson, Dwight Vidale, and John Thornburg
"Reinventing Leadership Training Using a Participatory Research Model" by Karl Frerichs and Peter Kurlioff
"Reading for Masculinity in the High School English Classroom" by Celine Kagan
"Helping Boys Take Flight: A Peer-Mentoring Program for Boys of color at the Riverdale Country School" by Joseph Nelson and Dwight Vidale
"A Relational Approach to Teaching Boys" by John Thornburg
Beyond the Boy Crisis and into Superhero Fiction
Michael Kehler and Jacob Cassidy
, Behaviour, Confidence , which uses Programme for International Student Assessment (PISA) test results to identify gender gaps in education, including the underperformance of boys in literacy. Recommendations by assessment organizations such as PISA
Political Mimesis at French University Counter-Summits, 2010–2011
’s deputy minister for research and higher education, advanced a reform project that would have made French public universities autonomous from the state, empowered to restrict and regulate admissions and to modulate student fees. But the reform was
Public Education and Settler Identity in the Early Third Republic
students complained in particular that Goy refused to let them take part in the public festivities in celebration of the birthday of Victor Hugo and forced them instead to attend a Catholic religious procession. Despite Goy’s apparent lack of republican
this article rely on interviews with users of the Moroccan educational system (students and their parents), and the final part is based on interviews with some former officials of the Moroccan Ministry of National Education who implemented the