"Just Doing Stuff"? Place, Memory and Young Men's Educational Disaffection in a Former Coal-Mining Area in England

Autor/in	Bright, N. Geoffrey
Titel	"Just Doing Stuff"? Place, Memory and Young Men's Educational Disaffection in a Former Coal-Mining Area in England
Quelle	In: International Journal on School Disaffection, 7 (2010) 1, S.44-52 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8497
Schlagwörter	Ethnography; Adult Education; Unions; Foreign Countries; Educational Attitudes; Student Attitudes; Adolescent Attitudes; Participant Satisfaction; Disadvantaged Environment; Economically Disadvantaged; Educationally Disadvantaged; Social Change; Social Indicators; Expulsion; Dropouts; Resistance (Psychology); Social Science Research; Mining; Social Attitudes; Males; Rural Sociology; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ethnografie; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Schülerverhalten; Sozialer Wandel; Social indicator; Sozialer Indikator; Relegation; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Resistenz; Social scientific research; Sozialwissenschaftliche Forschung; Abbau; Social attidude; Soziale Einstellung; Male; Männliches Geschlecht; Agrarsoziologie
Abstract	In this article, the author explores some particularly "luminous" paradoxes that have emerged from qualitative material gathered as part of an ethnographic study carried out over the last five years. The research, now a doctoral study, grew initially out of the author's own contradictory experiences of running learning provision in the English Further Education (FE) sector between 1988 and 2002. As a teacher and programme leader in a general FE college in the Derbyshire coalfield, the Nineties had been a decade of involvement in developing adult "access" provision. This provision successfully provided a route for a cohort of learners who had a background in, or related to, the coal industry--often as trade union lay officials or as women's support group members--to progress on to higher education. Whilst often formally educated to only a basic level, and in many cases with a background of disengagement at school, many were nevertheless able to draw on a rich background of critical social engagement gained as activists and made rapid and relatively smooth transitions. In conclusion, the author asserts that young people trying to forge meaningful identities in contemporary Coalbrook, Beldover, Longthorne and Cragwell currently remain imprisoned by the theft of their history, unable either to find solace in the past or excitement in outstripping it. The author argues that therein lays a significant and distinct aspect of their disaffection. (Contains 14 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10