Youth, School, and Community: Participatory Institutional Ethnographies

By Naomi Nichols

© 2019

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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Product Details

  • World Rights
  • Page Count: 224 pages
  • Dimensions: 6.0in x 1.0in x 9.0in
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  • AVAILABLE NOV 2019

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    ISBN 9781487522599
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Quick Overview

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.

Youth, School, and Community: Participatory Institutional Ethnographies

By Naomi Nichols

© 2019

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.

Continue Reading Read Less

Product Details

  • World Rights
  • Page Count: 224 pages
  • Dimensions: 6.0in x 1.0in x 9.0in
  • Reviews

    "The book’s discussions of the youth’s experiences through different systems, including, education, child protection and judicial, are quite illuminating for both new and experienced scholars to the field of youth’s right."


    Henry Parada, School of Social Work, Ryerson University

    "Youth, School, and Community is an incredibly well-researched, well-written, informative, and compassionate book that does justice to the difficult conditions facing so many racialized, impoverished, and excluded young people in Canada. Naomi Nichols’ commitment and passion for the young people she works with resonates throughout each page."


    Erin Dej, Department of Criminology, Wilfrid Laurier University
  • Author Information

    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
  • Table of contents

    Introduction: The Institutional and Policy Contexts that Shape Young People’s Lives 

    Outline of the Book 

    Chapter One: 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 

    Chapter Two: Participatory Institutional Ethnographies of the State
    Part 1: Schools, Safety, and the Urban Neighbourhood 
    Project 2: Sampling Youth Development 
    Research Participants 
    Methods
    Analysis
    Youth Summer Research Internships 
    Toronto: Schools and Safety
    Montreal: Sampling Youth Development 

    Chapter Three: The Neoliberal State and the Creation of Race, Class, and Gender
    Racism in the Absence of Intent 
    The Police “Don’t Care About Us” 
    Housing, Policing, and the State 
    Conclusion: Technologies of Evidence and the Construction of a Post-Racial, Post-Gendered, Post-Class World 

    Chapter Four: 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, Class and Gender Times 

    Chapter Five: 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 

    Chapter Six: State Surveillance and School Discipline
    Safe Schools Policy Background: Ontario and Quebec 
    Ontario
    Quebec
    Key Differences/Similarities
    “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

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