Atnaujinkite slapukų nuostatas

Incarcerated Young People, Education and Social Justice 2023 ed. [Kietas viršelis]

  • Formatas: Hardback, 265 pages, aukštis x plotis: 210x148 mm, weight: 503 g, 15 Illustrations, black and white; XXI, 265 p. 15 illus., 1 Hardback
  • Išleidimo metai: 01-Apr-2023
  • Leidėjas: Palgrave Macmillan
  • ISBN-10: 3031231287
  • ISBN-13: 9783031231285
Kitos knygos pagal šią temą:
  • Formatas: Hardback, 265 pages, aukštis x plotis: 210x148 mm, weight: 503 g, 15 Illustrations, black and white; XXI, 265 p. 15 illus., 1 Hardback
  • Išleidimo metai: 01-Apr-2023
  • Leidėjas: Palgrave Macmillan
  • ISBN-10: 3031231287
  • ISBN-13: 9783031231285
Kitos knygos pagal šią temą:

This book foregrounds the provision of education for young people who have been remanded or sentenced into custody. Both international conventions and national legislation and guidelines in many countries point to the right of children and young people to access education while they are incarcerated. Moreover, education is often seen as an important protective and ‘rehabilitative’ factor. However, the conditions associated with incarceration generate particular challenges for enabling participation in education. Bridging the fields of education and youth justice, this book offers a social justice analysis through the lens of ‘participatory parity’, the book brings together rare interviews with staff and young people in youth justice settings in Australia, secondary data from these sites, a suite of pertinent and frank reports, and international scholarship. Drawing on this rich set of material, the book demonstrates not only the challenges but also the possibilities for education as a conduit for social justice in custodial youth justice. The book will be of immediate relevance to governments and youth justice staff for meaningfully meeting their obligation of enabling children and young people in custody to benefit from education; and of interest to scholars and researchers in education, youth work and criminology. 

1 Education, Youth Justice and Social Justice
1(38)
Rights-Based Perspectives
3(4)
Education as Both a Risk Factor and a Protective Factor
7(1)
Risk
7(2)
Protection
9(1)
Practical Resources
10(2)
Access to Education in Touth Justice
12(2)
Social Justice as a Powerful Framework
14(1)
Social fustice in Education
15(3)
Applying Eraser's Framework of Social Justice to Education in Touth Justice
18(3)
Specific Conceptual Tools Provided by Eraser
21(5)
Overview of the Book
26(1)
The Empirical Research Projects
26(2)
Chapters in the Book
28(2)
References
30(9)
2 Setting the Scene: Context and Concerns
39(28)
Overview of Touth Justice in Australia and Victoria
40(1)
Specific Initiatives
41(1)
Education Justice Initiative
42(1)
Touth Control Orders
43(1)
Intensive Bail Support
43(1)
Touth Justice Centres
44(1)
Young People in Custody
45(2)
Aboriginal and Torres Strait Islanders
47(1)
Culturally and Linguistically Diverse Backgrounds: African and Pasifika Heritage
47(1)
Cultural and Community Connections
48(1)
Disability
48(1)
Minority Groups
49(1)
Education in Custody
50(2)
Changing Discourses about Touth Crime
52(3)
Response to Disturbances
55(1)
Human Rights
56(2)
Reform for a System in Crisis
58(1)
A New High Security Youth Justice Centre
58(1)
Conclusion
59(2)
References
61(6)
3 The Nature of Education Provided in Youth Custody
67(48)
Perceptions of Education in Youth Justice
69(3)
Community Attitudes towards Students in Custody
72(3)
Values and Views within Parkville College
75(3)
Four Key Questions about the Nature of Educational Provision in Youth Custody
78(1)
What Are the Adult Expectations for Learning by these Young People?
79(3)
How Are the Learning Needs and Interests of Young People Identified and Addressed?
82(1)
Knowing Students Well
82(2)
Relationships
84(3)
Building Confidence
87(2)
What Curriculum Is Provided and Why?
89(1)
Content and Qualifications
90(4)
Timetabling and Timings
94(2)
Differentiation
96(3)
How Are Post-Custody Pathways Envisaged, Planned and Enacted?
99(1)
The Value of Transition Support
99(1)
Planning while in Custody
100(3)
Challenges in Securing a Post-Custody School Enrolment
103(3)
Post-Release Support
106(2)
Opportunities and Challenges for Distribution
108(2)
References
110(5)
4 Security Versus Education
115(24)
A Brief History
116(3)
Physical Spaces
119(1)
Fortification
119(1)
Classroom Spaces
120(2)
Movement
122(1)
Escorting
122(1)
Transience
123(2)
Time
125(1)
Waiting
126(3)
Learning Resources
129(1)
Material Resources
129(2)
Information and Communications Technology
131(3)
Conclusion
134(1)
References
135(4)
5 Valuing Difference
139(44)
Affirmative and Transformative Relationalities
140(1)
Framing Status
140(3)
Addressing Parity
143(2)
Relational Orientation of Parkville College
145(1)
Cart
145(6)
Inclusion
151(4)
Transformation
155(5)
Knowing/Being/Enacting Difference
160(1)
Aboriginal and Torres Strait Islander Youth
160(8)
Young People Living with Disability
168(4)
Girls Young Women
172(3)
Where Value Resides
175(1)
References
176(7)
6 Voice and Silence
183(32)
The Politics of Voice and Participation
185(3)
On Voice
188(2)
On Silence
190(4)
Conditions that Support Young People's Voices in Custody
194(1)
Structures for Students to Be Heard
195(1)
Creating the Conditions for Voice: Relationality and Care Ethics
195(5)
`Calm, Consistent, Persistent': Building Relationships Imbued with Trust, Care and Dedication
200(6)
On Listening, on Change
206(3)
Conclusion
209(1)
References
210(5)
7 Possibilities for Socially Just Education in Youth Custody
215(39)
Distribution
218(2)
Support Learning and Hold High Expectations
220(3)
Provide High-Quality Curriculum and Strong Post-custody Pathways
223(3)
Provide Appropriate Learning Resources and Spaces
226(2)
Make Good Use of Time
228(1)
Focus on Best Interest Principles
229(1)
Recognition
230(1)
Recognition Through Relations
231(3)
Knowing, Being and Enacting Difference
234(4)
Social Status and Recognition
238(1)
Representation
239(1)
Recognise Silence as a Call to Action
239(3)
Create Conditions for Voice: Provide Structures for Students to Be Heard
242(1)
Create Conditions for Voice: Build Relationships of Trust, Care and Dedication
243(2)
Listen to Toung People
245(2)
Parity of Participation
247(3)
Implications for Education in Touth Justice
250(4)
References 254(7)
Index 261
Kitty te Riele is Professor and Deputy Director (Research) in the Peter Underwood Centre at the University of Tasmania, on lutruwita (Tasmania) land, Australia. Her main research focus is educational policy and practice for marginalised young people, including in youth justice and in alternative education settings.

Tim Corcoran is Associate Professor in Inclusive Education at the School of Education, Deakin University, Australia. His main fields of research are inclusive education and educational psychology. This work challenges ableism in local, national, and international education policy and practice supporting psychosocial ways of knowing/being. 

Fiona MacDonald is Senior Research Fellow in the Institute for Sustainable Industries and Liveable Cities at Victoria University, Australia. Her research focus is on inclusive education and social justice and investigates how children and young people negotiate a sense of belonging and identity in their local, everyday lives. 

Alison Baker is Associate Professor in Youth and Community Studies in the College of Arts and Education at Victoria University, Australia, on the land of the Wurundjeri of the Kulin nation. Her research focuses on the how inequality impacts young people from marginalised backgrounds, specifically on social identities, sense of belonging and the development of voice and activism.





Julie White is Honorary Professor in the Institute for Sustainable Industries and Liveable Cities, at Victoria University, Australia. Her major research interest is inclusive education, with a current focus on the education of young people in youth custody.