Abstract

This study examines negative youth subcultures from the point of view of various theories developed to explain the formation. The emphasis is placed on resistance theory to explain the forming of negative youth subcultures and how critical pedagogy can address some of the issues concerning the integration of these students in schools. An alternative school in the Montreal area is presented as an illustration of how resistance theory can explain the negative youth subcultures in this school and how critical pedagogy helps students to cope with formal education. Conclusions are formulated in terms of further work to be done in order to better understand the negative youth subcultures in schools and develop more effective educational practices.