History and the making of young people and the late modern youth researcher: time, narrative, and change

Dillabough, Jo-Anne

doi:10.1080/01596300902809294

Cited by 10 publications

(9 citation statements)

References 7 publications

(3 reference statements)

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“…In brief, it is my hope that this interdisciplinary methodology may provide the foundation for examining the complex dynamics and variegated effects of school choice on young people's interpretations and imaginations of choice based on their lived experiences of the current urban school system. In this respect, I do not see the critical, interpretivist, and anthropological traditions as incommensurable; rather, I agree with the community of scholars who find that bridging dimensions of related paradigms can provide more nuanced and refined qualitative research when these paradigms are cautiously interwoven into the analysis (Dillabough, 2009;Lather, 1991Lather, , 2006Lincoln & Guba, 2003;Lincoln et al, 2011). This cross-paradigmatic and interdisciplinary approach is a viable one for understanding the effects of policy as a complex social and cultural phenomenon.…”

Section: What Is a Critical Socio-phenomenological Policy Analysis?mentioning

confidence: 81%

“…Young people are not necessarily singular authors who can make singular claims of their own, since notions of selfhood and memory are already situated in social and historical modes of identification (Bourdieu, 1984(Bourdieu, , 2000Bourdieu & Wacquant, 1992;Skeggs, 1997). In exploring the historical dimension of young people's meaning-making, I thus further follow Bourdieu (2000), Baert (1998), and Dillabough's (2009) leads in theorizing social space as historical. In other words, I explore young people's interpretations and imaginations in relation to historically specific configurations of classed and racialized urban spaces.…”

Section: What Is a Critical Socio-phenomenological Policy Analysis?mentioning

confidence: 99%

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Being Chosen and Performing Choice: Young People Engaging in Imaginative and Constrained Secondary School Practices in Vancouver, BC, Canada

Yoon

2018

Structuring the Thesis

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Over the last three decades, the political project of school choice policy, promoted by the Vancouver School District and the BC Ministry of Education, has been contentious.Many have contended that school choice further contributes to the fragmentation and associated hierarchies of the education system and of social structures in the urban context of Vancouver, a major city with rapidly rising ethnic diversity and socio-economically polarizing urban redevelopment. To shed further light on these concerns about school choice, in this study I investigate the ways in which young people, ages 11-19, positioned at various social, racial, and geographic locations and with varied social experiences, make sense of school choice policy. Here I focus particularly on the ways in which young people imagine, experience, and form certain modes of social, spatial, and racial identification and groups, as well as on the relationships between these groups under the mechanism of school choice.Between 2009 and 2010, I carried out a multi-sited ethnographic study from a critical sociophenomenological perspective. I conducted 59 semi-structured interviews with students in transition (Grades 7, 8, and 12), observed 16 school information evenings and two secondary schools over a six-month period, and analyzed media discourses and policy texts as they pertained to broader social, urban, and political changes. I drew upon an interdisciplinary analytical framework of critical policy studies and youth studies and focused on three theoretical concepts: the imaginary, the imagination, and imaginary capital. These three concepts provide a key analytical framework for understanding the ways in which school choice complicates young people's classification struggles and distinction-making (Bourdieu, 1984) within the widely circulating dominant social, urban, and national imaginary. I iii conclude that while current local policies of school choice can provide enriched alternative programs, they do so for only highly selective and competitive groups of students. Overall, my research findings point to the reality that school choice deepens existing social, spatial, and racial divisions, aggravates tensions, and ultimately worsens existing inequalities while producing new forms of social and educational stratification in the rapidly diversifying global city of Vancouver.iv

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Section: What Is a Critical Socio-phenomenological Policy Analysis?mentioning

confidence: 81%

Section: What Is a Critical Socio-phenomenological Policy Analysis?mentioning

confidence: 99%

Being Chosen and Performing Choice: Young People Engaging in Imaginative and Constrained Secondary School Practices in Vancouver, BC, Canada

Yoon

2018

Structuring the Thesis

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“…Drawing from Dillabough's (2009) theory of the temporality of young people's narratives, I draw upon youth accounts, experiences and imaginaries to showcase how the social world is changing yet enduring, especially in the de-coupling of schoolÁneighbourhood communities. I chose an ethnography with an interdisciplinary methodological framework, using Foucaultian studies, British cultural studies and spatial theories (Dillabough, 2009;Dillabough, Kennelly, & Wang, 2007, 2008Gulson, 2006, Gulson, 2011Nayak, 2003;Rose, 1996Rose, , 1999Shore & Wright, 1997;Willis, 1981). This umbrella framework uses Foucaultian anthropology of policy to illuminate the relationship between changing systems and technologies of governance.…”

Section: Interdisciplinary Methodology and Multi-sited Ethnographymentioning

confidence: 99%

Mini schools: the newglobal city communitiesof Vancouver

Yoon

2011

Discourse: Studies in the Cultural Politics of Education

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In recent decades, under the mutually constitutive processes of neoliberal urbanization and globalization, Vancouver has radically transformed and become a serious contender for the title of 'world-class city'. Against the background of this socio-spatial force reconfiguring the city, I explore how the city's unique development of mini schools Á small and selective public schools within larger urban public secondary schools Á has been transforming the meanings, practices, projects and imaginaries of the city's communities. I conducted a multi-sited ethnography using an interdisciplinary methodological framework to critically examine how such transformation is carried out. My ethnography focused on the dismantling of long-standing connections between the school and the neighbourhood within the context of the emerging local education market, and how this process unfolds in young people's lives and self formation. This paper draws from Raymond Williams' socio-cultural theories, and Nikolas Rose's theory of the new styles of 'government through community'. I use these theories together in order to bring forward a nuanced understanding of the new projects of global city communities. I focus on how these new projects are manifested in young people's complex experiences of Vancouver's mini schools. The outcomes of this study will illuminate the ramifications of the education market on the new dynamics of intra-urban social disparity and polarization in global cities.

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“…As Dillabough (2009) says, there is a 'pressing need for a reflexive awareness of the extent and complexity of the challenges of the field' (p. 213). Point-in-time snapshots of youthful lives may be misleading unless contextualized within historical and sociological narratives that incorporate temporal perspectives (McLeod & Yates, 2006), as well as the perspectives of young people themselves.…”

Section: Introductionmentioning

confidence: 97%

“…In the growing field of youth studies, it is sometimes the case that theoretical frameworks may pre-empt readings of data before empirical work has been undertaken. According to Dillabough (2009): Theory is often identified or conflated with the data themselves. In other words, theory emerges as the dominating source of information .…”

Section: Introductionmentioning

confidence: 99%

Moving beyond ‘Y’ – the children ofNew Times

McGregor

2010

Discourse: Studies in the Cultural Politics of Education

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History and the making of young people and the late modern youth researcher: time, narrative, and change

Cited by 10 publications

References 7 publications

Being Chosen and Performing Choice: Young People Engaging in Imaginative and Constrained Secondary School Practices in Vancouver, BC, Canada

Being Chosen and Performing Choice: Young People Engaging in Imaginative and Constrained Secondary School Practices in Vancouver, BC, Canada

Mini schools: the newglobal city communitiesof Vancouver

Moving beyond ‘Y’ – the children ofNew Times

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