Up or Down and Out? A Systemic Analysis of Young People's Educational Pathways in the Youth Justice System in England and Wales

Autor/in	Lanskey, Caroline
Titel	Up or Down and Out? A Systemic Analysis of Young People's Educational Pathways in the Youth Justice System in England and Wales
Quelle	In: International Journal of Inclusive Education, 19 (2015) 6, S.568-582 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2014.961675
Schlagwörter	Foreign Countries; Juvenile Justice; Educational Practices; Case Studies; Neoliberalism; Inclusion; Disadvantaged Youth; Power Structure; Empowerment; Governance; Career Choice; Mixed Methods Research; Interviews; Adolescents; Late Adolescents; At Risk Students; Welfare Services; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Jugendgerichtshilfe; Bildungspraxis; Case study; Fallstudie; Case Study; Neo-liberalism; Neoliberalismus; Inklusion; Benachteiligter Jugendlicher; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Interviewing; Interviewtechnik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Halbstarker; Fürsorgeeinrichtung
Abstract	Many young people in the youth justice system in England and Wales are educationally marginalised and systemic barriers to their engagement with education persist. This article presents an analytical framework for understanding how education and youth justice practices shape young people's educational pathways during their time in the youth justice system with the aim of understanding the systemic dynamics that encourage or impede young people's engagement with education. It draws on data from a case study of 32 young people who were serving either a community or a custodial sentence under the supervision of one youth offending team in England and Wales. Using as analytical starting points Bourdieu's and Wacquant's conceptualisations of competing dynamics within the "bureaucratic field" of state governance and Hodkinson's careership theory, this article discusses the interplay between exclusionary and inclusionary interests operating within and between the agencies of education and youth justice and the extent to which they play a role in sustaining young people's involvement in education or compounding their educational and social marginalisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01