Problematising Early School Leaving

Autor/inn/en	Ross, Alistair; Leathwood, Carole
Titel	Problematising Early School Leaving
Quelle	In: European Journal of Education, 48 (2013) 3, S.405-418 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12038
Schlagwörter	Foreign Countries; Dropouts; Educational Policy; Economic Development; Employment; Disadvantaged; Inclusion; Educational Strategies + Suchen Sie Ihr Suchwort? Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Politics of education; Bildungspolitik; Wirtschaftsentwicklung; Dienstverhältnis; Inklusion; Lehrstrategie
Abstract	Early school leaving has been identified as a key policy priority across Europe. In this article, we critically discuss the underpinning assumptions and rationale for this policy focus, challenging the association that is made between early school leaving, economic growth and employment. We suggest that ESL is important, not because it is inhibiting growth or that it is responsible for high levels of youth unemployment, but because it helps to sustain and reproduce inequalities. We problematise the utilitarian conceptualisation of education and linear models of educational pathways that are embedded in this policy framework and critically discuss strategies that are proposed to address early school leaving. We argue that the key criteria for assessing such strategies should be the extent to which they meet social equity and social inclusion goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10