Supporting Children of Incarcerated Parents in Schools Foregrounding Youth Voices to Improve Educational Support Routledge Research in Educational Equality and Diversity Series
Auteur : Hollins Whitney Q.
Drawing on qualitative research conducted with young people in New York, this volume highlights the unique experiences of children of incarcerated parents (COIP) and counters deficit-based narratives to consider how young people?s voices can inform and improve educational support services.
Supporting Children of Incarcerated Parents in Schools combines the author?s original research and personal experiences with an analysis of existing scholarship to provide unique insight into how COIP experience schooling in the United States. With a focus on the benefits of qualitative research for providing a more nuanced portrayal of these children and their experiences, the text foregrounds youth voices and emphasizes the resilience, maturity, and compassion which these young people demonstrate. By calling attention to the challenges that COIP face in and out of school, and also addressing associated issues around race and racism, the book offers large and small-scale changes that educators and other allies can use to better support children of incarcerated parents.
This volume will be of interest to scholars and researchers interested in the sociology of education, race and urban education, and the impacts of parental incarceration specifically. It will also be of benefit to educators and school leaders who are supporting young people affected by these issues.
Introduction – A Personal Testimony of My Childhood Experience with Parental Incarceration 1. Challenging Deficit-Based Views of Children of Incarcerated Parents: The State of Research 2. Conducting Strength-Based Qualitative Research with Children of Incarcerated Parents: Theoretical Framework and Methods 3. Children of Incarcerated Parents in Schools: Their Perspectives and Interaction with the Education System 4. Supporting Children of Incarcerated Parents: Creating Safe Spaces in Schools and Becoming an Ally 5. Moving Forward: Identifying Challenges, Strengths and Needs
Whitney Q. Hollins is an Adjunct Lecturer in Youth Studies at the CUNY School of Professional Studies and CUNY Hunter College, USA
Date de parution : 05-2023
13.8x21.6 cm
Date de parution : 09-2021
13.8x21.6 cm
Thème de Supporting Children of Incarcerated Parents in Schools :
Mots-clés :
Parental Incarceration; Attention Deficit Hyperactivity Disorder; children of incarcerated parents (COIP); Youth Social Work; youth; Osborne Association; mass incarceration; Youth Collaborators; imprisoned fathers; Father’s Incarceration; imprisoned mothers; Racialized Social Processes; trauma informed teaching; Critical Race Theory; school-to-prison pipeline; Familial Unit; student voice; Racial Justice Issue; strength-based research; Social Emotional Curriculums; lived experience; Internal Work Children; school solutions; Chevy Camaro; historically underrepresented groups; High Cheek Bones; collateral consequences; Dual Language Learners; anti-racist; Decolonising Research Methodology; systematic racism; 4th Grade Year; mentorship; IQ Score; safe spaces; White Anglo Saxon Protestant; advocacy; Emotional Labor; deficit-based views; SROs; urban education; Intergenerational Crime; Anti-racist Work; family social work; Critical Childhood
