Tackling Social Inequality and Exclusion in Education: From Human Capital to Capabilities

Autor/inn/en	Vandekinderen, Caroline; Roets, Griet; Van Keer, Hilde; Roose, Rudi
Titel	Tackling Social Inequality and Exclusion in Education: From Human Capital to Capabilities
Quelle	In: International Journal of Inclusive Education, 22 (2018) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1362044
Schlagwörter	Social Differences; Human Capital; Vocational Education; Workplace Learning; Participatory Research; Foreign Countries; Social Isolation; Inclusion; Politics of Education; Educational Policy; Young Adults; Adolescents; Qualitative Research; Welfare Services; Interviews; Content Analysis; Behavior Problems; Belgium + Suchen Sie Ihr Suchwort? Sozialer Unterschied; Humankapital; Ausbildung; Berufsbildung; Forschungstätigkeit; Ausland; Soziale Isolation; Inklusion; Educational policy; Bildungspolitik; Politics of education; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Qualitative Forschung; Fürsorgeeinrichtung; Interviewing; Interviewtechnik; Inhaltsanalyse; Belgien
Abstract	Both in the international context and in Flanders (the Dutch-speaking part of Belgium), research shows that many young people experience social exclusion in relation to education. However, research evidence concerning structural social inequality in education is predominantly underpinned by an outcome-based approach, since educational policies and practices are largely informed by a human capital model. Inspired by the theoretical insights of the Capability Approach, we aim to contribute to process-oriented knowledge about the ways in which educational and social welfare actors can support socially vulnerable young people in realising their capability for education rather than focusing on human capital. We draw upon a rich empirical basis of participatory biographical research with young people in the system of part-time vocational education and workplace learning, perceived as the residue of the educational cascade mechanism in Flanders and pertinently revealing problems of social exclusion and exit of young people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01