Life at the Intersection

Community, Class and Schooling

Carl James

The intersection of Jane and Finch in Toronto’s north end has long been portrayed as one of Canada’s most troubled neighbourhoods, with images of social dysfunction, shootings and “at risk” youth dominating media accounts. Setting out to discover what it means — and what it takes — to grow up in this economically disadvantaged and racially and ethnically diverse neighbourhood, Life at the Intersection engages young people, parents and educators to explore the experiences, issues, perceptions and ambitions of the youth of this community. What Carl James finds is that young people have come to appreciate the social capital and cultural wealth of their neighbourhood and that they use the negative perceptions of their community as inspiration for educational and social success. Understanding education as key to encouraging youth to persevere, endure and succeed, this book focuses on youth’s educational experiences and expectations and argues that schooling programs must consider socio-geographic context in their efforts to be socially and culturally relevant.

Contents

Preface • Community, Stigmatization and Opportunities • Jane-Finch: A Profile • Schools, Educational Programs and Community • Relying on Education: Community, Schooling and Education Ambitions • Anatomy of a School Shooting • Beyond the Intersection: Toward a Community-Centred Approach to Schooling • References

About the Author

Dr. Carl James is Professor in the Faculty of Education, cross-appointed in the graduate programs in Sociology and Social Work. Over the years, he has conducted research which has resulted in publications that focus on the experiences of marginalized youth, particularly African Canadians. His history of innovative professional development with educators and social service workers draws on his theoretical work with issues of identity, diversity, racialization and masculinity, and involves practitioner level dissemination of research results. His attention to the educational performance and outcomes of students in higher education is evident in his mentorship, as well as his involvement in program and curriculum change.

Dr. James’s background in sociology of education and youth studies help to frame his exploration of issues of: identity/identification in relation to race, ethnicity, class, gender and immigrant status; educational and occupational access and equity for marginalized youth; and the complementary and contradictory nature of sports in the schooling and educational attainments of racialized students.  His extensive background in youth work and community development informs his recent work on educational programs that are responsive to the particular needs, experiences, interests and aspirations of African Canadian youth living in urban contexts. He has extensive experience with critical ethnography, phenomenology, action research and government and institutional policy analysis.