I Hope I Don't See You Tomorrow : a A Phenomenological Ethnography of the Passages Academy School Program /
Gabay, Lee A.,author.
This book explores education for juvenile offenders in relation to Passages Academy, which is both similar to and representative of many school programs in juvenile correctional facilities. Examining the mission and population of this school contributes to an understanding of the ways in which the teachers think about and ultimately act with respect to their detained juveniles students, and particularly illustrates how the tension between punishment and rehabilitation is played out in school policies and design. By calling attention to the decisions that surround juvenile detention education, the extant research concentrates on three main areas: first, the social, political, and pedagogical forces that determine who enters the juvenile justice systems; second, how these court-involved youths are educated while they are in the system; and third, the practical problems and the social justice issues youths encountered when transitioning back to their community schools.
Description based upon print version of record.
Includes bibliographical references.
Preliminary Material -- Introduction -- Auto-Ethnography -- An Evolutionary Dialogic between Penal Policy, Education Policy and Related Forms of Social Conformity -- From Intake to Exit -- An Empirical Account of Life at Passages Academy -- Conclusions & Further Research -- Appendix -- Bibliography -- About the Author.
This book explores education for juvenile offenders in relation to Passages Academy, which is both similar to and representative of many school programs in juvenile correctional facilities. Examining the mission and population of this school contributes to an understanding of the ways in which the teachers think about and ultimately act with respect to their detained juveniles students, and particularly illustrates how the tension between punishment and rehabilitation is played out in school policies and design. By calling attention to the decisions that surround juvenile detention education, the extant research concentrates on three main areas: first, the social, political, and pedagogical forces that determine who enters the juvenile justice systems; second, how these court-involved youths are educated while they are in the system; and third, the practical problems and the social justice issues youths encountered when transitioning back to their community schools.
Description based on print version record.
Juvenile delinquents
Juvenile delinquents
Juvenile detention