TY  - BOOK
AU  - Morrill,Calvin
AU  - Musheno,Michael C.
TI  - Navigating conflict: how youth handle trouble in a high-poverty school 
T2  - The Chicago series in law and society
SN  - 9780226523736 (pbk. : alk. paper)
AV  - HQ 799.2 M874n 2018
U1  - 371.7/82 
PY  - 2018///
CY  - Chicago, London
PB  - The University of Chicago Press
KW  - Peer mediation
KW  - Mediación entre pares
KW  - Mediación en educación
KW  - Poor teenagers
KW  - Conduct of life
KW  - Adolescentes pobres
KW  - Conducta de vida
KW  - School violence
KW  - Violencia en la escuela
KW  - Violencia en la educación
KW  - Social conflict
KW  - Conflicto social
N1  - Includes bibliographical references (pages 273-288) and index; Rethinking youth conflict -- Anchored fluidity and social trust -- Trouble -- "Workin' it out" -- "Puttin' 'em in their place" -- "Dealing with the system" -- Safe schools -- Youth conflict in a contested school that works -- Appendix A. additional notes on data collection, analysis, writing, and generalizability -- Appendix B. trouble issue and response aggregate data
N2  - "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." -- Publisher's website
ER  -