Student Narratives on Relationship, Learning, and Change in Comprehensives Turned “Small”
Document Type
Article
Publication Date
Summer 2009
Publication Title
Theory Into Practice
Abstract
The article draws on an ethnographic study of students' experiences in a restructured campus of several schools, located in a densely populated northeastern city, serving a multiracial, largely working class and poor Latino neighborhood. The authors underscore student narratives of a chronology of opportunity and loss, while also noting an increasing sense of agency among students, within a context of reciprocity made possible by educators' engagement with them. They explore this interrelated set of factors and the extent to which agency within reciprocity was strengthened for students and educators by their experience of the campus's capacity to change in ways beneficial to students. Preliminary findings suggest that the students and the young schools moved in parallel trajectories, realizing potential, and moving the campus toward a state of greater legitimacy.
Repository Citation
Ayala, Jennifer and Galletta, Anne M., "Student Narratives on Relationship, Learning, and Change in Comprehensives Turned “Small”" (2009). Educational Studies, Research, and Technology Department Faculty Publications. 26.
https://engagedscholarship.csuohio.edu/edc_f_facpub/26
Original Citation
Ayala, J., & Galletta, A. (2009). Student narratives on relationship, learning, and change in comprehensives turned “small”. Theory Into Practice, 48(3), 198-204. doi:10.1080/00405840902997352
DOI
10.1080/00405840902997352
Volume
48
Issue
3
