PYD+++ASP+presentation

PYD+++ASP+presentation - (Valencia & Solorzano, 1997)...

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Click to edit Master subtitle style Positive Youth  Development & After- School Programs  Femi Vance  Doctoral Student Department of Education University of California, Irvine
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Goals  Think critically about fieldwork experiences Provide an alternate framework to understand  diverse individuals and contexts Start thinking about your reflections
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What are your first  Impressions of the After- Discussion Question  
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How does multiculutral  education relate to what  Discussion Question 
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Deficit Thinking  A focus on a perceived problem to explain  behaviors and life outcomes. Three common “problems” Biology Culture of poverty Culture and environment (Valencia & Solorzano, 1997) 
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Critiques of Deficit thinking Assumption of common experience Measurement Behaviors = Value Ignores social inequalities 
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Unformatted text preview: (Valencia & Solorzano, 1997) Paradigm Shift Deficit thinking dominated in the after-school field Focus on preventing problems in “at-risk” youth by “fixing” them. Drinking, crime, sex, dropping-out of school etc. Strength-based approach Positive youth development Process Principles Commitment to supporting the process Strength-based Inclusive Challenging activities Supportive relationships Youth agency How might your response differ based on the Discussion Question Femi Vance Framing your experience Deficit Thinking Positive Youth How can each of these frameworks be applied to the scene? Did any words or actions suggest a particular framework?...
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This note was uploaded on 04/10/2011 for the course EDUCATION 124 taught by Professor Conchas during the Spring '11 term at UC Irvine.

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PYD+++ASP+presentation - (Valencia & Solorzano, 1997)...

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