This study examines Passages Academy, a school program that offers educational services for court-involved youth in New York City. Looking specifically at the Department of Education teachers who work in facilities run by the Department of Juvenile Justice, this research focuses on the beliefs and behaviors that inform the teaching experience within these facilities. The critical question of how these educators negotiate the learning spaces within this school community is also examined.
The question that informs much of this study is: how are the philosophies of the various stake-holding agencies enacted daily in real classroom settings? This leads to a discussion concerning the specific agenda of each agency and a focus on how the competing philosophies are realized within such a small and limited physical space.
In addition, this study considers the ways in which classroom protocols and teachers' pedagogies--including curriculum, instruction, classroom management and assessment--are shaped by their students' status as incarcerated youth. Such are the social, political and pedagogical forces that determine how court-involved youths are educated.
","abstract_html":"<p>This study examines Passages Academy, a school program that offers educational services for court-involved youth in New York City. Looking specifically at the Department of Education teachers who work in facilities run by the Department of Juvenile Justice, this research focuses on the beliefs and behaviors that inform the teaching experience within these facilities. The critical question of how these educators negotiate the learning spaces within this school community is also examined. </p> <p>The question that informs much of this study is: how are the philosophies of the various stake-holding agencies enacted daily in real classroom settings? This leads to a discussion concerning the specific agenda of each agency and a focus on how the competing philosophies are realized within such a small and limited physical space. </p> <p>In addition, this study considers the ways in which classroom protocols and teachers' pedagogies--including curriculum, instruction, classroom management and assessment--are shaped by their students' status as incarcerated youth. Such are the social, political and pedagogical forces that determine how court-involved youths are educated. </p>","abstract_has_math":false,"creators":["Gabay, Lee Adam"],"institution":"The Graduate School and University Center of The City University of New York","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Urban Education","degree_department":null,"school":null,"contributors":[],"advisors":["David Brotherton"],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-02-01T08:00:00Z","date_published":"2014-02-01T08:00:00Z","updated_at":"2026-07-24T01:58:49Z","subjects":["Criminology","Criminology and Criminal Justice","Curriculum and Instruction","Educational Methods","Detention","Justice","Juvenile","Passages Academy"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://academicworks.cuny.edu/gc_etds/41","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["David Brotherton"]},{"key":"dc:creator","label":"Author","values":["Gabay, Lee Adam"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-02-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Urban Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The Graduate School and University Center of The City University of New York"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Criminology","Criminology and Criminal Justice","Curriculum and Instruction","Educational Methods","Detention","Justice","Juvenile","Passages Academy"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://academicworks.cuny.edu/gc_etds/41"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines Passages Academy, a school program that offers educational services for court-involved youth in New York City. Looking specifically at the Department of Education teachers who work in facilities run by the Department of Juvenile Justice, this research focuses on the beliefs and behaviors that inform the teaching experience within these facilities. The critical question of how these educators negotiate the learning spaces within this school community is also examined.
The question that informs much of this study is: how are the philosophies of the various stake-holding agencies enacted daily in real classroom settings? This leads to a discussion concerning the specific agenda of each agency and a focus on how the competing philosophies are realized within such a small and limited physical space.
In addition, this study considers the ways in which classroom protocols and teachers' pedagogies--including curriculum, instruction, classroom management and assessment--are shaped by their students' status as incarcerated youth. Such are the social, political and pedagogical forces that determine how court-involved youths are educated.
"]},{"key":"dc:title","label":"Title","values":["I Hope I Don't See You Tomorrow: A Phenomenological Ethnography Of The Passages Academy School Program"]}]}],"canonical_facts":{"dc:contributor.advisor":["David Brotherton"],"dc:creator":["Gabay, Lee Adam"],"dc:date.available":["2015-02-01T08:00:00Z"],"dc:description.abstract":["This study examines Passages Academy, a school program that offers educational services for court-involved youth in New York City. Looking specifically at the Department of Education teachers who work in facilities run by the Department of Juvenile Justice, this research focuses on the beliefs and behaviors that inform the teaching experience within these facilities. The critical question of how these educators negotiate the learning spaces within this school community is also examined.
The question that informs much of this study is: how are the philosophies of the various stake-holding agencies enacted daily in real classroom settings? This leads to a discussion concerning the specific agenda of each agency and a focus on how the competing philosophies are realized within such a small and limited physical space.
In addition, this study considers the ways in which classroom protocols and teachers' pedagogies--including curriculum, instruction, classroom management and assessment--are shaped by their students' status as incarcerated youth. Such are the social, political and pedagogical forces that determine how court-involved youths are educated.
"],"dc:identifier":["https://academicworks.cuny.edu/gc_etds/41"],"dc:subject":["Criminology","Criminology and Criminal Justice","Curriculum and Instruction","Educational Methods","Detention","Justice","Juvenile","Passages Academy"],"dc:title":["I Hope I Don't See You Tomorrow: A Phenomenological Ethnography Of The Passages Academy School Program"],"thesis:degree_discipline":["Urban Education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["The Graduate School and University Center of The City University of New York"]},"updated_at":"2026-07-24T01:58:49Z"}