Dissertations, Theses, and Capstone Projects
Date of Degree
2-2014
Document Type
Dissertation
Degree Name
Ph.D.
Program
Urban Education
Advisor
David Brotherton
Subject Categories
Criminology | Criminology and Criminal Justice | Curriculum and Instruction | Educational Methods
Keywords
Detention, Justice, Juvenile, Passages Academy
Abstract
This study examines Passages Academy, a school program that offers educational services for court-involved youth in New York City. Looking specifically at the Department of Education teachers who work in facilities run by the Department of Juvenile Justice, this research focuses on the beliefs and behaviors that inform the teaching experience within these facilities. The critical question of how these educators negotiate the learning spaces within this school community is also examined.
The question that informs much of this study is: how are the philosophies of the various stake-holding agencies enacted daily in real classroom settings? This leads to a discussion concerning the specific agenda of each agency and a focus on how the competing philosophies are realized within such a small and limited physical space.
In addition, this study considers the ways in which classroom protocols and teachers' pedagogies--including curriculum, instruction, classroom management and assessment--are shaped by their students' status as incarcerated youth. Such are the social, political and pedagogical forces that determine how court-involved youths are educated.
Recommended Citation
Gabay, Lee Adam, "I Hope I Don't See You Tomorrow: A Phenomenological Ethnography Of The Passages Academy School Program" (2014). CUNY Academic Works.
https://academicworks.cuny.edu/gc_etds/41
Included in
Criminology Commons, Criminology and Criminal Justice Commons, Curriculum and Instruction Commons, Educational Methods Commons