Module1.culture[1]
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The document discusses frameworks for understanding risk and resilience among marginalized students. It covers several key topics: - Defining concepts like at-risk, marginalized, empowerment, assets-based approaches. - Research showing schools can be the strongest protective factor and that ignoring student assets undermines success and engagement. - The importance of reflective practice to examine one's own cultural lenses and how risk may be assets in other contexts. - How focusing only on risk in students can pathologize resilience and distance people from their own capacities.
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Module1.culture[1]
- 1. Zero Tolerance for Collateral Damage: Risk, Resiliency and the Marginalized Student Scott Milne Positive Climates for Learning Team 2010
- 15. Personal Entry Point to the Discussion
- 24. The Value of Reflective Practice
- 25. What do we see? ©
- 27. What do we value?
- 36. Story of the North Research
- 39. Pause …
- 48. A local perspective: York Regional Police and community safety
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Editor's Notes
- Studying and working in South Africa’s education sector I learned that many educational reforms are intended to show the face of change while changing little. Working in the field of international development, I’ve learned that notions of superiority/paternalism run very deep (i.e. often common sense notions of class, race, gender, etc). Closer to home, working on York University’s Westview Project in the Jane-Finch area, I learned that education is contested terrain here, too. Working on P-Plus and Wrap-Around York Region, I learned that both schools and community agencies are trying to develop programs that are less focused on fixing what’s broken; more focused on building existing strengths/assets. W
- Working with street youth, I came to experience what working with violently oppositional culture can be like. Organizing two YRDSB study tours of South Africa HIV-AIDS projects, I learned that even the most traumatized people and communities possess resiliency and wisdom. Working with the P-Plus group of schools and Wrap Around York Region, I learned that both schools and community agencies are striving to develop new programs that focus less on fixing what is broken and building upon what is strong in children, families and communities.