000			03759cam a2200541 i 4500
001			19791108
003			BJBSDDR
005			20251105125637.0
007			ta
008			170717s2018 ilu b 001 0 eng c
010			_a 2017033943
020			_a9780226523736 (pbk. : alk. paper)
020			_a022652373X (pbk. : alk. paper)
020			_z9780226523873 (e-book)
035			_a19791108
040			_aICU/DLC _beng _cICU _erda _dDLC
041			_aeng
042			_apcc
050	1	4	_aHQ 799.2 _bM874n 2018
082	0	0	_a371.7/82
100	1		_aMorrill, Calvin, _d1958- _945555
245	1	0	_aNavigating conflict : _bhow youth handle trouble in a high-poverty school / _cCalvin Morrill and Michael Musheno.
264		1	_aChicago ; _aLondon : _bThe University of Chicago Press, _c2018.
300			_axvii, 298 pages ; _c24 cm
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
490	0		_aThe Chicago series in law and society
504			_aIncludes bibliographical references (pages 273-288) and index.
505	0		_aRethinking 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.
520			_a"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
650		0	_aPeer mediation.
650		4	_aMediación entre pares _945753
650		4	_aMediación en educación _945752
650		0	_aPoor teenagers _xConduct of life.
650		4	_aAdolescentes pobres _xConducta de vida _945755
650		0	_aSchool violence.
650		4	_aViolencia en la escuela _945756
650		4	_aViolencia en la educación _94979
650		0	_aSocial conflict.
650		4	_aConflicto social _9206
700	1		_aMusheno, Michael C. _945556
830		0	_aChicago series in law and society _944238
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBK
946			_icmc
999			_c125676 _d125676