Title Youth, School, and Community
Subtitle Participatory Institutional Ethnographies
Author Naomi Nichols
ISBN 9781487522599
List price USD 32.95
Price outside India Available on Request
Original price
Binding Paperback
No of pages 224
Book size 152 x 228 mm
Publishing year 2019
Original publisher University of Toronto Press
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
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“The book’s discussions of the youth’s experiences through different systems, including, education, child protection and judicial, are quite illuminating for both new and experienced scholars to the field of youth’s right.”

—Henry Parada, School of Social Work, Ryerson University


Youth, School, and Community is an incredibly well-researched, well-written, informative, and compassionate book that does justice to the difficult conditions facing so many racialized, impoverished, and excluded young people in Canada. Naomi Nichols’ commitment and passion for the young people she works with resonates throughout each page.”

­­—Erin Dej, Department of Criminology, Wilfrid Laurier University


Unlike other books about youth, this book examines how young people’s experiences of inclusion and exclusion are shaped by extended social relations, coordinating thought and conduct across time and space. Working with young people, using a range of participatory institutional ethnographic strategies, this book investigates the social and institutional relations which differentially punctuate our lives. While research began with what young people know and have experienced, this starting place anchors an investigation of public sector institutions and institutional processes that remain implicated in social-historical-economic processes of global capitalism, imperialism, and colonialism.

Youth, School, and Community connects the dots between the abstract objectified accounts produced by institutions and enabling institutional action and accounting practices, and the actual material conditions of young people’s lives and development, which these accounts obscure. By focusing on specific policies and procedures that produce young people’s experiences of racialized inclusion/exclusion, safety/risk make it particularly useful to academics, professionals, and activists who want to ensure that young people experience equitable access to public sector resources and not disproportionate exposure to public sector punishments and punitive interventions.


Foreword by Dorothy E. Smith

Introduction: The Institutional and Policy Contexts That Shape Young People’s Lives Outline of the Book

Chapter 1. Experience, Ontology, and Sociologies of Resistance • Social Research and Ideology Beyond Alienation: Ideology and Processes of Domination • Beginning with Experience Conclusion: A Feminist Method of Inquiry

Chapter 2. Participatory Institutional Ethnographies of the StateProject One: Schools, Safety, and the Urban Neighbourhood • Project Two: Sampling Youth Development Research Participants Methods Analysis Youth Summer Research Internships

Chapter 3. The Neo-Liberal State and the Creation of Race, Class, and Gender Racism without Intent The Police “Don’t Care about Us” Differential Policing Practices: Producing Race, Class, and Gender • Housing, Policing, and the State Conclusion: Technologies of Evidence and the Construction of a Post-racial, Post-gendered, Post-class World

Chapter 4. Evidential Practices in Education and the Negation of RaceComparing Educational Contexts: Toronto and Montreal • Educational Exclusions and the Evidential Turn in Education • Teachers: “Most of Them Mean Very Well” Police in Schools Conclusion: The Affirmation of Race, Class, and Gender Categories in Post-race, Post-class, and Post-gender Times

Chapter 5. Risk, Safety Inclusion, and the Inter-institutional Organization of Educational InterventionsLike Moves on a Chessboard “Special” Education – Assessment, Identification, and Segregation “Welcome Schools,” Language Laws, and Intercultural Policies • Youth “At Risk” Negotiating, Coordinating, and Enabling Access to Education • Conclusion

Chapter 6. State Surveillance and School DisciplineSafe Schools Policy Background: Ontario and Quebec “Then I Got Suspended”: Young People’s Experiences of School Discipline in Montreal and Toronto School Discipline, Surveillance, and Educational (Under) Achievement Institutionally Organized Intersections: Special Education and School Safety Intersectional Practices of Surveillance: Education, Child Protection, Policing, and Probation Conclusion

Conclusion My Next Moves




About the Author:

Naomi Nichols is an assistant professor in the Faculty of Education at McGill University. Nichols’ primary research focus is youth equity. She has published extensively on structural and policy drivers of inequality, poverty, and homelessness. Her secondary research focus is on processes of mobilizing diverse forms of knowledge to influence equitable social and policy change. Her central objective is to generate and mobilize an evidence base, which will drive processes of practice, policy and institutional change.

Target Audience:

People interested in education, sociology, urban studies, political science and social work. It is particularly useful to academics, professionals, and activists who want to ensure that young people experience equitable access to public sector resources and not disproportionate exposure to public sector punishments and punitive interventions.

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