MARC Record from University of Toronto

LEADER: 03822nam 2200325 4500
001 AAINQ91837
005 20041122101241.5
008 041122s2004 onc|||||||||||||| ||eng d
020 $a0612918378
039 $fws
100 1 $aHurley, Jennifer Anne.
245 10 $aEncouraging youth scholarship :$ban avenue of empowerment.
260 $c2004.
300 $a401 leaves.
500 $aAdviser: Wally Seccombe.
502 $aThesis (Ph.D.)--University of Toronto, 2004.
506 $aElectronic version licensed for access by U. of T. users.
510 0 $aSource: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1729.
520 $aHow ironic it is that the field of youth studies is written almost exclusively by adults. While feminist and antiracist discourses feature numerous women and non-white authors, there are few if any opportunities for young people to contribute scholarship about them. But why aren't young people taken seriously? Why won't we admit their words and perspectives into decision-making sectors of society? A long tradition of progressive scholarship on youth testifies that many scholars support empowering youth perspectives and positions. In schools, young people still most often tell the textbook back to the teacher in the "banking" tradition of education (Freire 1974). The way that universities privilege the adult "expert" perspective is also relevant, as professionalism is based on powerful ideologies of when young people are "ready" or "mature enough" to contribute to scholarship. This project, albeit in a modest and temporary fashion, sought to take young people seriously by experimenting with a way that social scientists could support the research endeavours of a group of youth, and grant a group of young people a kind of knowledge empowerment. The structure borrowed from models of graduate student/supervisor relationships, the thesis group, and participatory and feminist research structures among others, to attempt to create a semi-autonomous environment in a school to facilitate youth research. The radical expression of this research is that young people could construct original research projects of their own choosing. Thus, this study also highlights that it is possible to give youth something more than the "illusion of freedom" (Walkerdine 1988) common to liberal school settings, elite or otherwise. In a private school context, the project was able to study how seven young women responded to the challenge of becoming researchers-in-training, the supportive facilitator-researcher role, and how identities are produced along lines of race, class, and gender. Opportunities should be created for young people to research issues of interest. Lack of infrastructural supports for youth research indicates a pervasive hidden curriculum of "adultism" in both lower and higher educational settings, which is perhaps the best argument for encouraging young people to contribute to scholarship.
650 0 $aYouth$xResearch.
650 0 $aYouth$xStudy and teaching.
650 0 $aYouth$zAttitudes.
653 $aEducation, Sociology of.
653 $aEducation, Curriculum and Instruction.
856 41 $uhttp://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=80179&T=F$yConnect to resource
949 $atheses EDUCT 2004 Ph.D. 11363$wALPHANUM$c1$i31761061918181$lTHESES$mROBARTS$rY$sY$tBOOK$u10/1/2005
949 $aOnline resource 80179$wASIS$c1$i5312634-2001$lONLINE$mE_RESOURCE$rY$sY$tE_RESOURCE$u10/1/2005
949 $aT H$wDEWEY$c1$i30005031996781$lTHESES$mOISE_UT$rN$sY$tTHESIS$u10/6/2004
949 $aT H$wDEWEY$c2$i30005031996922$d12/12/2005$e20/11/2005$lTHESES$mOISE_UT$n3$rY$sY$tTHESIS$u10/6/2004
949 $atheses EDUCT 2004 Ph.D. 11363$wALPHANUM$c1$i5312634-4001$lMICROTEXT$mMEDIA_COMM$rN$sY$tMICROFORM$u26/1/2005