Reimagining Educational Success: Lessons on Support, Wellbeing, and Trust from Community-Grounded Research with Black Families and Gender-Diverse Youth
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| Title: | Reimagining Educational Success: Lessons on Support, Wellbeing, and Trust from Community-Grounded Research with Black Families and Gender-Diverse Youth |
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| Language: | English |
| Authors: | Tanya Matthews, Jayne Malenfant |
| Source: | LEARNing Landscapes. 2024 17(1):165-178. |
| Availability: | LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Foreign Countries, Well Being, Low Income Groups, Blacks, Family (Sociological Unit), Trust (Psychology), Sexual Identity, Youth, Homeless People, Success, Social Discrimination, Educational Discrimination, Community Programs, Youth Programs, Social Justice, Feminism, Praxis, Academic Achievement, Educational Research, Educational Researchers |
| Geographic Terms: | Canada |
| ISSN: | 1913-5688 |
| Abstract: | We present a dialogue between two community-based scholars in Tio'tia:ke/Montréal, who are examining the experiences of low-income Black families and youth, and gender-diverse, homeless youth. We argue that success must be understood differently in light of the systemic discrimination many youth navigate in schools and explore how research may mirror experiences of discrimination and lack of access that youth navigate in schools. The article highlights how relational research approaches may provide lessons for supporting youth and community leadership and posits that we must foster deep practices of trust-building, shared aims for research impact, and trust in youth. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1435190 |
| Database: | ERIC |
| Abstract: | We present a dialogue between two community-based scholars in Tio'tia:ke/Montréal, who are examining the experiences of low-income Black families and youth, and gender-diverse, homeless youth. We argue that success must be understood differently in light of the systemic discrimination many youth navigate in schools and explore how research may mirror experiences of discrimination and lack of access that youth navigate in schools. The article highlights how relational research approaches may provide lessons for supporting youth and community leadership and posits that we must foster deep practices of trust-building, shared aims for research impact, and trust in youth. |
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| ISSN: | 1913-5688 |
