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Effective practices in alternative education for the social inclusion of marginalized and street-involved youth: an integral systems perspective

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dc.contributor.author Geselbracht, Benjamin J.
dc.date.accessioned 2012-09-06T22:13:11Z
dc.date.available 2012-09-06T22:13:11Z
dc.date.copyright 2012 en_US
dc.date.issued 2012-09-06
dc.identifier.uri http://hdl.handle.net/1828/4254
dc.description.abstract This study identifies effective practices in the design of alternative education programs; and more specifically, programs that support the positive social engagement and healthy development of adolescents who have left the public education system and are labeled as marginalized or street involved. Effective practices were identified theoretically through a critic of current educational practices within the North-American public system and through the application of an integral systems theory framework of human development that identifies patterns of relationships between seemingly divergent perspectives in order to achieve the broadest breath of understanding through the inclusion of the truths held within each. A case study of a program that applied these practices within a community agricultural context was then analyzed to test their relevancy in the field. Through an analysis applying qualitative descriptive methodologies the following practices were identified as being effective in supporting positive engagement: 1) an experiential curriculum geared towards developing employable skills, 2) program activities that directly contributed to the local community, 3) the provision of a wage for program participants 4) adults facilitating the program trained in providing supportive caring relationships, 5) program peer groups being composed of youth and young adults of mixed ages and socio-economic backgrounds with marginalized youth being a minority, 6) a social co-operative organizational structure to administer the program. Limitations of the study were the small number of youth sampled as a result of the nature of the structure of the program in the case study. en_US
dc.language English eng
dc.language.iso en en_US
dc.subject Marginalized youth en_US
dc.subject alternative education en_US
dc.subject street-involved youth en_US
dc.subject integral systems theory en_US
dc.subject social inclusion en_US
dc.subject youth at risk en_US
dc.subject effective practice en_US
dc.subject experiential learning en_US
dc.subject program design en_US
dc.subject community agriculture en_US
dc.subject youth development en_US
dc.subject employment skills en_US
dc.title Effective practices in alternative education for the social inclusion of marginalized and street-involved youth: an integral systems perspective en_US
dc.type Thesis en_US
dc.contributor.supervisor Hoskins, Marie L.
dc.degree.department School of Child and Youth Care en_US
dc.degree.level Master of Arts M.A. en_US
dc.rights.temp Available to the World Wide Web en_US
dc.description.scholarlevel Graduate en_US


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