Publisher's Synopsis
Educational responses to young people "at risk" are failing to address the complexity of adolescent experience.;The contributors to this volume believe that, to be effective, schools will need a thorough understanding of the attitudes young people have towards problems such as alcohol, drugs, arcade-gambling and AIDS.;Such problems are part of everyday life - and so is the trouble that often goes with them. Too often, though, trouble is seen as being outside the mainstream, the concern of specialists, the subject of containment, punishment or therapy. Only by accepting trouble as a facet of ordinary living - as a product of pervasive social processes - is there some chance of helping vulnerable adolescents to avoid violence, drug addition and sexual exploitation.;Drawing heavily on first-hand accounts, the book seeks to distinguish between the coercive nature of "schooling" and the liberating potential of true education. The contributors set out a framework for change, dealing with issues such as: punishment and the "dangerous classes"; the bearing of gender and race; youth sub-cultures and their moral values; the influence of AIDS, gambling and drug addiction; and the economic versus the possible in educational responses.
