ABSTRACT
For the most part, discussions about developing strategies to solve educational problems lack the perspectives of one of the very groups they most affect: students, especially those students who are categorized as “problems” and are most oppressed by traditional educational structures and procedures. In this chapter, I use interviews of young people from a wide variety of ethnic, racial, linguistic, and social-class backgrounds to present their ideas about the kinds of schools that would have been most affirming for them.
