scholarly journals The Experiences of Low German-Speaking Mennonite Men in Alternative Education Programs in Southwestern Ontario

2017 ◽  
Vol 11 (1) ◽  
Author(s):  
Cameron Brubacher ◽  
Stacey Wilson-Forsberg
Keyword(s):  
High School ◽  
Alternative Education ◽  
Religious Beliefs ◽  
Full Time ◽  
Education Programs ◽  
Low German ◽  
Alternative Education Programs ◽  
German Speaking ◽  
Survey Responses ◽  
Full Time Employment

The tradition of leaving high school and finding full-time employment after grade 8 has put Low German-speaking (LGS) Mennonites in rural Southwestern Ontario in a vulnerable economic position. Consequently, alternative education programs have been developed by Ontario public school boards in areas containing high numbers of LGS Mennonites. The programs strive to keep LGS Mennonite youth in school by creating spaces where primarily male LGS Mennonite students feel more comfortable and can pursue a high school diploma while maintaining their religious beliefs, cultural identity, and work responsibilities. This article draws from qualitative interview data and open-ended survey responses to explore perceptions of LGS Mennonite men’s experiences in alternative education programs, and it highlights factors that caused the men to avoid or leave the programs. This article offers recommendations on how to strengthen the programs to increase the number of LGS Mennonite students attending them. It emphasizes the importance of LGS Mennonite students receiving strong messages from educators that their language, culture, and religious beliefs are valued even if that means separating the youth from Canadian society rather than integrating them on equal terms to minimize their marginalization.

Imprisoning ‘Those’ Kids: Neoliberal Logics and the Disciplinary Alternative School

Youth Justice ◽  
2017 ◽  
Vol 17 (3) ◽  
pp. 213-231 ◽  
Author(s):  
Kaitlyn J. Selman
Keyword(s):  
Criminal Justice ◽  
Alternative Education ◽  
Justice System ◽  
Alternative School ◽  
Code Of Conduct ◽  
Education Programs ◽  
Alternative Education Programs ◽  
Economic Marginality ◽  
Disciplinary Alternative Education ◽  
Disciplinary Alternative Education Programs

Despite a perceived retrenchment of exclusionary school punishment, the disciplinary alternative school has emerged as a space in which to enforce upon marginalized students the logics of neoliberal carcerality. This article draws on the code of conduct handbooks of 15 Texas Disciplinary Alternative Education Programs to illustrate how this space seeks to reaffirm social and economic marginality for certain youth. Specific processes in the alternative school prepare youth for a life of imprisonment, often characterized by criminal justice system involvement, but also precarious (un)employment. As such, this article situates the disciplinary alternative school as one of many ‘alternatives’ to carcerality through which the carceral state maintains its power.

Parent Education: Key to Successful Alternative Education Programs

1993 ◽  
Vol 3 (6) ◽  
pp. 635-645 ◽  
Author(s):  
Charles D. Buroker ◽  
Phillip E. Messner ◽  
B. Charles Leonard
Keyword(s):  
Alternative Education ◽  
Parent Education ◽  
Education Programs ◽  
Alternative Education Programs

scholarly journals STICKABILITY, TRANSFORMABILITY AND TRANSMITTABILITY: ALTERNATIVE, PULL-OUT PROGRAMS WITHIN SCHOOLS — WHAT THE LITERATURE SAYS ABOUT EFFECTIVE PRACTICE AND PROVISION FOR DISENFRANCHISED YOUNG PEOPLE

2016 ◽  
Vol 7 (2) ◽  
pp. 178
Author(s):  
David Zyngier ◽  
Rosalyn Black ◽  
Nathan Brubaker ◽  
Marc Pruyn
Keyword(s):  
Alternative Education ◽  
Well Being ◽  
Extensive Literature ◽  
Alternative Programs ◽  
Font Size ◽  
Education Programs ◽  
Pull Out ◽  
Alternative Education Programs ◽  
Pull Out Programs ◽  
Future Practice

<p><span style="font-family: Times New Roman;"><span style="color: #131413; font-size: medium;">This paper draws on the findings of a recent and extensive literature review to examine the efficacy of pull-out education programs (alternative programs) in schools in relation to student learning, well-being, and pathways. It synthesises the research on alternative education programs and their contribution to student outcomes using three main conceptual categories: how sustainable these programs are — their </span><span style="font-size: medium;"><span style="color: #131413;"><em>stickability</em>; how effective these programs are in achieving their stated purpose of improving and enhancing vulnerable students’ learning, well-being, and pathways — their <em>transformability</em>; and how these programs may be used successfully in other locations and contexts — their <em>transmittability. </em>It concludes with recommendations for future practice, suggesting that school systems should prioritise prevention and early intervention in providing support to vulnerable students in ways that take account of students’ own reasons for why they are disengaged from schooling.</span></span></span></p>

Reducing Disparities in Academic Outcomes Among Youth of Color: Evidence From an Alternative Education Program

2021 ◽  
pp. 074193252110405
Author(s):  
Stephen Phillippi ◽  
Casey L. Thomas ◽  
Mariella Gastanaduy ◽  
Melissa Sawyer
Keyword(s):  
Alternative Education ◽  
Education Program ◽  
Academic Outcomes ◽  
Secondary Analysis ◽  
The United States ◽  
Future Research ◽  
Youth Of Color ◽  
Education Programs ◽  
Alternative Education Programs ◽  
Alternative Education Program

The differential treatment of youth of color in schools perpetuates disparities in academic outcomes. Alternative education programs may represent a constructive approach to preventing or mitigating these disparities. This study examines the outcomes of an urban alternative education program in the United States. Secondary analysis of demographic, psychosocial, and academic data from all program participants ( N = 232) during a 3-year study period was conducted. Descriptive statistics summarize demographic characteristics, and bivariate analyses examine the strength of association and interrelationships among individual variables, program retention, and educational attainment. Results show grade-level advancement, employability, and, therefore, decreased risk for justice involvement, regardless of students’ histories of lower academic performance, unemployment, behavioral health conditions, and justice system or child protective services contact. This evaluation offers a framework for replication and recommendations for future research examining alternative education programs.

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