Sculpting a "Social Space" for Re-Engaging Disengaged "Disadvantaged" Young People with Learning

Autor/inn/en	Smyth, John; McInerney, Peter
Titel	Sculpting a "Social Space" for Re-Engaging Disengaged "Disadvantaged" Young People with Learning
Quelle	In: Journal of Educational Administration and History, 44 (2012) 3, S.187-201 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2012.683390
Schlagwörter	Foreign Countries; Social Environment; Quality of Life; Neoliberalism; Adolescents; Young Adults; Dropouts; Nontraditional Education; Continuation Students; Educational Policy; Context Effect; Outcomes of Education; School Effectiveness; Student Development; Disadvantaged; Australia; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Soziales Umfeld; Lebensqualität; Neo-liberalism; Neoliberalismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Non-traditional education; Alternative Erziehung; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Schuleffizienz; Australien; Großbritannien; USA
Abstract	This paper examines the complex constellation of conditions that turn many young people into "exiles" from schooling. From the vantage point of young people, the paper traces out a profile of the conditions that need to be brought into existence for these young people to find a way back into learning. The paper argues that current educational policies are deeply hostile to young people in the ways they position them as "silent witnesses" and exclude them from having a voice in the important decisions about what they learn, how, with whom, and with what effects. In contrast, the paper explores six alternative programmes in Australia, warehoused from within the same systems that "damaged" these young people. Paradoxically these programmes are seen as providing these damaged young people with the spaces in which they can become powerful "active agents" in re-forming an educational identity for themselves. Where these alternatives depart from the damaging policy regime is in the highly context-sensitive way they enable young learners and local policy advocates who work with them, to effectively contest exclusionary and undemocratic neoliberal policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10