Dillabough and Kennelly (2010) examine marginalized youth’s “accounts of peer rivalry, their subcultural affiliations and gendered experiences of urban exclusion” (p.107). My discussion will focus on youth identities and practices. Examining the youth at margins, I would refer the urban youth as a lost generation. The poor and historically oppressed group are subjected to a ghetto education and denied of a decent education. The question is how adapting street attitude conflates with the culture of the school? I would argue that the development of subculture emerges as a result of material inequality. Thus, the disadvantaged urban youth create an alternative social reality, and it consist of street knowledge and the quest to dominate a
