A01=Calvin Morrill
A01=Michael Musheno
Author_Calvin Morrill
Author_Michael Musheno
Category=JNK
conflict
culture
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
frontline work
inclusion
place
poverty
public schools
social trust
trouble
violence
youth
Product details
- ISBN 9780226538761
- Weight: 539g
- Dimensions: 16 x 23mm
- Publication Date: 24 Apr 2018
- Publisher: The University of Chicago Press
- Publication City/Country: US
- Product Form: Hardback
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Urban schools are often associated with violence, chaos, and youth aggression. But is this reputation really the whole picture? In Navigating Conflict, Calvin Morrill and Michael Musheno challenge the violence-centered conventional wisdom of urban youth studies, revealing instead the social ingenuity with which teens informally and peacefully navigate strife-ridden peer trouble. Taking as their focus a multi-ethnic, high-poverty school in the American southwest, the authors complicate our vision of urban youth, along the way revealing the resilience of students in the face of carceral disciplinary tactics.
Grounded in sixteen years of ethnographic fieldwork, Navigating Conflict draws on archival and institutional evidence to locate urban schools in more than a century of local, state, and national change. Morrill and Musheno make the case for schools that work, where negative externalities are buffered and policies are adapted to ever-evolving student populations. They argue that these kinds of schools require meaningful, inclusive student organizations for sustaining social trust and collective peer dignity alongside responsive administrative leadership. Further, students must be given the freedom to associate and move among their peers, all while in the vicinity of watchful, but not intrusive adults. Morrill and Musheno make a compelling case for these foundational conditions, arguing that only through them can schools enable a rich climate for learning, achievement, and social advancement.
Grounded in sixteen years of ethnographic fieldwork, Navigating Conflict draws on archival and institutional evidence to locate urban schools in more than a century of local, state, and national change. Morrill and Musheno make the case for schools that work, where negative externalities are buffered and policies are adapted to ever-evolving student populations. They argue that these kinds of schools require meaningful, inclusive student organizations for sustaining social trust and collective peer dignity alongside responsive administrative leadership. Further, students must be given the freedom to associate and move among their peers, all while in the vicinity of watchful, but not intrusive adults. Morrill and Musheno make a compelling case for these foundational conditions, arguing that only through them can schools enable a rich climate for learning, achievement, and social advancement.
