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作者

来源

URBAN EDUCATION,Vol.53,Issue1,P.113-138

语言

英文

关键字

second-chance schools; disconnected youth; critical hope; urban schools; PATHWAYS; SCHOOLS

作者单位

[Flennaugh, Terry K.] Michigan State Univ, Dept Teacher Educ, Race Culture & Equ, E Lansing, MI 48824 USA. [Flennaugh, Terry K.] Michigan State Univ, Urban Educ Initiat, Coll Educ, E Lansing, MI 48824 USA. [Stein, Kristy S. Cooper] Michigan State Univ, K Educ Adm 12, E Lansing, MI 48824 USA. [Andrews, Dorinda J. Carter] Michigan State Univ, Equity Outreach Initiat, Coll Educ, E Lansing, MI 48824 USA. [Andrews, Dorinda J. Carter] Michigan State Univ, Teacher Educ, E Lansing, MI 48824 USA. Flennaugh, TK (reprint author), Michigan State Univ, Dept Teacher Educ, 620 Farm Lane,116L Erickson Hall, E Lansing, MI 48824 USA. E-Mail: flennaug@msu.edu

摘要

This qualitative study investigated how educators in urban second-chance high school settings made sense of their work with formerly disconnected youth. Using Duncan-Andrade's framework of critical hope, we examined how adults' orientations toward hope shaped the educational context in ways that were necessary and sufficient for student success. Findings from this study highlight the need for more critical approaches to student engagement, specifically for students most affected by systems of marginalization. Implications for urban educators and the institutions that prepare them are discussed.