ERIC Number: ED332292
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Reclaiming Youth At Risk. Our Hope for the Future.
Brendtro, Larry K.; And Others
If schools are to respond effectively to the problems of youth at risk, they must build "reclaiming" environments that recover alienated youths by addressing both the students' needs and the needs of society. In the first of three sections, this document examines the alienation of children in a frequently inhospitable society. Destructive relationships at home and at school, the effects of negative environments and expectations, and the outcomes of naive theories of behavior among educators are discussed as well as learned irresponsibility, the loss of purpose among youth, and problems associated with excessive individualism, depersonalization, and the changing role of work in students' lives. In an exploration of Native American child-rearing philosophies, the second section examines the spirits of belonging, mastery, independence, and generosity that are perceived as values in Native American culture and that nurture four essential components of self-esteem: significance, competence, power, and virtue. The final section highlights principles and strategies related to establishing positive relationships with at-risk youths, implementing alternative methods for organizing learning experiences, disciplining to counter irresponsibility, and fostering prosocial values in youth. Each section is followed by corresponding references. (CLA)
Descriptors: American Indian Culture, Child Advocacy, Child Rearing, Discipline, Early Childhood Education, Educational Environment, Educational Improvement, Educational Responsibility, Elementary Secondary Education, High Risk Students, Interpersonal Relationship, Learning Motivation, Moral Development, Self Esteem, Social Values, Student Needs, Values Education
National Education Service, 1821 West Third Street, Suite 201, P.O. Box 8, Bloomington, IN 47402 ($19.95; quantity discounts).
Publication Type: Information Analyses
Education Level: N/A
Audience: Practitioners; Policymakers
Authoring Institution: N/A