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Centering Students in School-Based Support Processes: Critical Inquiries and Shifting Perspectives


by Gretchen Brion-Meisels — 2015

Drawing on data from two qualitative studies, this chapter argues that both school organizations and individual students will benefit from centering youth voices in student support systems. To do this, the author shares data from adolescents’ narratives that demonstrate how young people’s voices might (re)shape the central practices of school-based support processes.

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This article originally appeared as NSSE Yearbook Vol 114. No. 1.


Cite This Article as: Teachers College Record Volume 117 Number 13, 2015, p. 67-82
http://www.tcrecord.org ID Number: 18273, Date Accessed: 11/23/2017 4:36:00 AM

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About the Author
  • Gretchen Brion-Meisels
    Harvard University
    E-mail Author
    GRETCHEN BRION-MEISELS is a lecturer at the Harvard Graduate School of Education. Her research explores holistic student support processes that build on the local knowledge of students and communities. She is particularly interested in finding ways to incorporate students in the researching and reforming of student support and school climate initiatives. Gretchen is the author of several articles on the importance of incorporating youth voices into educational initiatives, including “Can I trust you with this? Meaning making and the support-seeking behaviors of urban middle school students,” forthcoming in Urban Education, and “The importance of students’ voices: A response to Ayers and Ayers” published in the Berkeley Review of Education. She is also a coeditor of the volume Humanizing Education: Critical Alternatives to Reform (2010).
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