The Value of School: Educational Experiences and Maturational Growth Among Delinquent Youth

This qualitative research involving semi-structured interviews with Ukrainian university students in Canada helps to understand their educational experience using the concept of cultural capital put forward by Pierre Bourdieu. It was found that Ukrainian students possess high levels of cultural capital, which provides them with advantage in Canada. Specific patterns of social inequality and state-sponsored obstacles to social reproduction lead to particular ways of acquiring cultural capital in Ukraine represented by a more equitable approach to the availability of print, access to extracurricular activities, and popularity of enriched curriculum. Further research on cultural capital in post-socialist countries is also discussed.

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Key Educational Experiences in Israeli Families: Adventures, Trust and Self-Discover

Journal of Comparative Family Studies ◽

10.3138/jcfs.40.5.809 ◽

2009 ◽

Vol 40 (5) ◽

pp. 809-825 ◽

Cited By ~ 2

Author(s):

Gad Yair

Keyword(s):

Educational Experiences

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Making Youth Matter

Boyhood Studies ◽

10.3167/bhs.2018.110205 ◽

2018 ◽

Vol 11 (2) ◽

pp. 70-93

Author(s):

Celeste Hawkins

Keyword(s):

African American ◽

African American Students ◽

African American Male ◽

Research Study ◽

Educational Experiences ◽

Male Students ◽

African American Male Students ◽

American Students ◽

And Gender ◽

K 12

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.

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Confronting Positionality

Journal ◽

10.22582/ta.v2i1.327 ◽

1969 ◽

Vol 2 (1) ◽

Author(s):

Judith Okely

Keyword(s):

Teaching And Learning ◽

Educational Experiences ◽

Embodied Knowledge ◽

Engaged Learning ◽

Time And Space ◽

Subjective Knowledge ◽

The Individual ◽

Participant Observer

Drawing on a multiplicity of learning, teaching and educational experiences, I argue that understanding positionality, or the specificity of each individual, triggers necessary unlearning. Confronting hitherto hidden, subjective knowledge may be the means to recognize grounded learning as ethnocentric and time and space specific. The individual may learn positionality through unexpected contrast, especially through anthropology. The anthropologist is the participant observer, analyst and writer - no managerial delegator, but directly engaged. Learning through engaged action, anthropologists unlearn what they have consciously and unconsciously absorbed from infancy. New embodied knowledge is often gained through making mistakes in other unknown contexts, thus fostering unlearning. This article explores the above themes through an autobiographical account of experiences of both teaching and learning.

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