scholarly journals Relational analysis of the phenomenon of early school leaving: A habitus typology

2019 ◽  
Vol 19 (5) ◽  
pp. 398-411
Author(s):  
Erna Nairz-Wirth ◽  
Marie Gitschthaler
Keyword(s):  
Young People ◽  
Social Practice ◽  
Early School Leaving ◽  
Social Positioning ◽  
Early School ◽  
The Social ◽  
The Status ◽  
Research Gap ◽  
Extensive Body ◽  
Displacement Processes

Although there is an extensive body of literature on the causes and consequences of early school leaving (ESL), little is known of how early school leavers cope with their situation after having left the education system. This paper’s main objective is to fill this research gap. At first we look at developments in the social positioning of early school leavers in Austria that show that their situation has deteriorated not only because of changes in the labour market (e.g. due to globalization) but also because of displacement processes that are influenced by habitus formation and capital endowment. Drawing on Bourdieu’s concepts of habitus and capital, we explored the situation of young people who had left school early. We used a multi-perspective approach and conducted 123 narrative interviews which we analysed by grouping cases that demonstrated similar social practice and perception patterns generated by a set of socially learned dispositions. Thus we were able to reconstruct a habitus typology consisting of seven different types: the ‘ambitious’, the ‘status-oriented’, the ‘non-conformist’, the ‘disoriented’, the ‘resigned’, the ‘escapist’ and the ‘caring’. How young people experience stigmatization is the common thread that runs through all seven habitus types.

Modelling the Impact of Raising the Age of Participation to 18

2022 ◽  
Author(s):  
Matt Dickson
Keyword(s):  
Public Policy ◽  
Northern Ireland ◽  
Young People ◽  
School Age ◽  
Early School Leaving ◽  
Early School ◽  
The Impact

In England, the compulsory age of participation in education or training was raised to 17 in 2013 and then 18 in 2015. In Wales, Scotland, and Northern Ireland, the school leaving age is 16. The idea of raising the age of participation in education or training is gaining traction in the Scottish context, as well as in Wales. The Wales Centre for Public Policy (WCPP) conducted research for the Welsh Government to explore the implications of pursuing this policy in Wales. The research considered how raising the participation age (RPA) might interact with ongoing reforms to school age and post-16 provision in Wales, and explored alternative policies which concentrate on reducing early school leaving as opposed to policies that legally require young people to remain in learning for longer periods of time.

Political situation in Thailand: authoritarianism versus democracy

2021 ◽  
pp. 56
Author(s):  
Nataliya G. Rogozhina
Keyword(s):  
Young People ◽  
Civil Rights ◽  
Political Development ◽  
Democratic Movement ◽  
Student Protests ◽  
Political Situation ◽  
The Social ◽  
The Status ◽  
The Government ◽  
Current Stage

The article analyzes the features of the current stage of political development in Thailand, which are characterized by the collision of two trends - authoritarianism and democracy, which resulted in the establishment of a quasi-democratic regime. Despite the formal existence of democratic institutions of power - parliament, an independent court, and parties-none of them works for representative democracy, while maintaining their attachment to the interests of the traditional political establishment - the army, the bureaucracy, and big business. The article gives an assessment of the current political situation, which is characterized by the development of the democratic movement. The lack of opportunities for the opposition to transit to democracy within the framework of the parliamentary struggle explains the growth of street protests with the participation of young people. The student unrest that has engulfed the country over the past year and a half is a response of the democratic-minded segments of society to the strengthening of authoritarianism in the country's governance, with the accompanying infringement of civil rights and freedoms. The demands made by the anti-government forces ultimately amount to the reform of the political system. Their call for reform of the institution of the monarchy should also be viewed from this perspective. However, the lack of a broad democratic coalition limits the influence of student protests on the government. Assessing the prospects for the country's political development, the author comes to the conclusion that street protests alone will not change the status quo in politics. The potential influence of young people on the sphere of politics depends on mass support, which is possible only if the requirements put forward by them meet the social demand that forms the society.

Social inclusion education policy in South Australia: What can we learn?

2017 ◽  
Vol 61 (1) ◽  
pp. 54-74 ◽  
Author(s):  
Andrew Bills ◽  
Nigel Howard
Keyword(s):  
High Risk ◽  
Young People ◽  
Policy Analysis ◽  
Social Inclusion ◽  
Young Person ◽  
Flexible Learning ◽  
Early School Leaving ◽  
Early School ◽  
School Learning ◽  
Learning Options

In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.

Making Public Shame Bearable and Entertaining: Ritualised Shaming in Reality Television

2020 ◽  
pp. 174997552094660
Author(s):  
Martin Hájek ◽  
Daniel Frantál ◽  
Kateřina Simbartlová
Keyword(s):  
Popular Culture ◽  
Social Practice ◽  
Reality Television ◽  
Cultural Practice ◽  
Classical Concept ◽  
Liberal Society ◽  
Popular Entertainment ◽  
Cultural Contexts ◽  
The Social ◽  
The Status

In modern liberal society, a person is considered a ‘sacred’ entity and any violation of their dignity should produce embarrassment not only on the side of the ashamed individual but in those co-present as well. In our research, we studied public shaming in reality television (RTV), a recent popular culture product, in order to understand the mechanism that transforms otherwise degrading shaming into popular entertainment. The analysis drew on the classical concept of the ‘degradation ceremony’ (H. Garfinkel) and it covered three RTV programmes originating in different cultural contexts. We discovered that it is strong situational ritualisation of shaming which substantially attenuates the harmful consequences of being shamed for participants’ selves and thus protects viewers from uncomfortable feelings. In RTV, the shaming takes the form of a purposively unaccomplished degradation ceremony, which consists of the creation of an extraordinary situation, typification of participants, emphasis on the shared values in whose name the shaming is done, and participants’ reflexive performance in the show. The results suggest that in RTV, the social practice of the status degradation ceremony is transformed into a cultural practice of systematic shaming without real identity degradation, which makes it possible for shaming to become global mediatised entertainment.

mediated discourse analysis: researching young children’s non-verbal interactions as social practice

2009 ◽  
Vol 7 (3) ◽  
pp. 228-243 ◽  
Author(s):  
Karen E. Wohlwend
Keyword(s):  
Discourse Analysis ◽  
Social Practice ◽  
Ethnographic Study ◽  
Verbal Interactions ◽  
Social Positioning ◽  
The Social ◽  
Mediated Discourse ◽  
Stage Process ◽  
Cultural Historical Activity ◽  
Children's Literacy

Young children often use actions rather than talk as they interact with objects and each other to strategically shape the social, material, and cultural environment. New dynamic research designs and methods are needed to capture the collaborative learning and social positioning achieved through children’s non-verbal interactions. Mediated discourse analysis (MDA), a hybrid ethnographic/sociolinguistic approach rooted in cultural-historical activity and practice theories, analyzes mediated actions with objects. A three-year ethnographic study of children’s literacy play illustrates the five-stage process in MDA research design that resulted in microanalysis of children’s activity with social practices, positioning and spaces that included and excluded peers.

Young people online and the social value of privacy

2014 ◽  
Vol 12 (4) ◽  
pp. 298-313 ◽  
Author(s):  
Valerie Steeves ◽  
Priscilla Regan
Keyword(s):  
Young People ◽  
Social Practice ◽  
Data Privacy ◽  
Holistic Approach ◽  
Social Consequences ◽  
Online Privacy ◽  
Content Type ◽  
Social Actors ◽  
The Social ◽  
Social Importance

Purpose – The purpose of this paper is to develop a conceptual framework to contextualize young people’s lived experiences of privacy and invasion online. Social negotiations in the construction of privacy boundaries are theorized to be dependent on individual preferences, abilities and context-dependent social meanings. Design/methodology/approach – Empirical findings of three related Ottawa-based studies dealing with young people’s online privacy are used to examine the benefits of online publicity, what online privacy means to young people and the social importance of privacy. Earlier philosophical discussions of privacy and identity, as well as current scholarship, are drawn on to suggest that privacy is an inherently social practice that enables social actors to navigate the boundary between self/other and between being closed/open to social interaction. Findings – Four understandings of privacy’s value are developed in concordance with recent privacy literature and our own empirical data: privacy as contextual, relational, performative and dialectical. Social implications – A more holistic approach is necessary to understand young people’s privacy negotiations. Adopting such an approach can help re-establish an ability to address the ways in which privacy boundaries are negotiated and to challenge surveillance schemes and their social consequences. Originality/value – Findings imply that privacy policy should focus on creating conditions that support negotiations that are transparent and equitable. Additionally, policy-makers must begin to critically evaluate the ways in which surveillance interferes with the developmental need of young people to build relationships of trust with each other and also with adults.

scholarly journals FEATURES OF PROFESSIONAL TRAINING FOR SOCIAL WORKERS IN SOCIAL PROTECTION FOR YOUNG PEOPLE’S RIGHTS IN EUROPEAN COUNTRIES

2018 ◽  
pp. 94-100
Author(s):  
Ya. Spivak
Keyword(s):  
Young People ◽  
Social Workers ◽  
Social Worker ◽  
Social Practice ◽  
Vocational Training ◽  
Social Protection ◽  
Young Person ◽  
European Countries ◽  
Social Sphere ◽  
The Social

The analysis of the status of vocational training of social workers in European countries has shown that the training of specialists in the social sphere is based on social requirements and conceptual approaches, on the basis of which theoretical training of specialists is conducted taking into account the requirements of social practice. Social workers in European countries can work in a variety of institutions, regardless of their departmental affiliation, both in the field of social protection, in the healthcare, education, ministries for youth and sports, and other institutions. The activities of both social worker and social educator are oriented towards work with all categories of the population, children, adults, their families, the elderly; is aimed at activating socio-cultural and socio-pedagogical functions of society, family, community and individuals. Social workers in European countries face the same challenges and challenges in the process of their practical activity: — professionally advocate the interests of young people and citizens who can not do it on their own and need help; — show personal interest in organizing the control of the protection of a particular young person and to accompany the situation throughout the necessary period of life; — organize and support the stimulation of youth to develop constructive activity, own forces using personal reserves; — promote the emergence of a young man’s sympathy for other people who need help and intensify their activities in this direction; — take preventive measures in the social strata of young people and independently offer assistance; — pay attention to the authorities to factors that adversely affect certain social groups of the population and can have serious consequences, suggest ways of their prevention or mitigation; — influence local and central authorities in order to improve social protection of citizens. In order to successfully develop the system of vocational training of social workers in social protection of young people in Ukraine, it is necessary to study international experience, first of all European countries, as closer to certain factors of the mentality of societies and according to the state strategy of Ukraine for European integration. However, it is necessary to use the experience of European countries in the system of national higher education, taking into account political and socio-economic differences, including in cultural and historical traditions. The key goal of the social worker should be to create the greatest psychological comfort and protect the young person, and in the process of achieving this goal, it is necessary to unite the efforts of all specialists of the social-pedagogical and social sphere. The result of the work of social workers should be not only an effective system of social protection and assistance, but also ensuring the process of self-development of the individual.

scholarly journals Attitudes of citizens of Vojvodina to employment practicies and basic values in the society

2015 ◽  
pp. 597-617
Author(s):  
Zoran Nikolic
Keyword(s):  
Social Context ◽  
Young People ◽  
Social Disorganization ◽  
Social Practice ◽  
Social Values ◽  
Point Of View ◽  
Social Awareness ◽  
Young Generation ◽  
Know How ◽  
The Social

The results of the research have confirmed four out of five hypotheses. The complex social crisis that has lasted for more than two decades has caused inefficiency of all types of social norms, serious value reconstruction and social disorganization. The situation in the society and successive alternations of various populist phenomena can be misleading in the sense of the ability of citizens, especially young people, to comprehend and respect the primary values. Namely, the young generation in this region has grown up with the crisis. This kind of social reality is the only reality they know. Therefore, they clearly identify the ways that lead to the most certain achievement of a goal. Whether they accept these ways or not, they are aware of them and they observe them in the social context. From a personal point of view they still know how to select the values on which every orderly society is founded. The social practice warns of collision between the personal and social. Awareness of the fundamental social values does not mean that they are respected, and that the attitudes, representations, opinions, needs, interests and goals are created in accordance with them.

scholarly journals Education and the Determinants of Early School Leaving in Campania

2020 ◽  
Vol 4 (1) ◽  
pp. p40
Author(s):  
Dott. Annalisa Grammegna ◽  
Dott. Domenica Ina Giarrizzo
Keyword(s):  
Young People ◽  
School Performance ◽  
Dynamic Process ◽  
Early School Leaving ◽  
Poor School Performance ◽  
Life Long Learning ◽  
Early School ◽  
The Subject ◽  
The Relationship ◽  
Over Time

Skills gaps between people and socio-economic groups persist over time and affect the future of generations.Social change sees the relationship between education as a dynamic process, linked to “life long learning” and equity (Lisbon Commision, 2020) and the concept of human capital.The analysis of such a correlation will be the subject of the study to highlight the reasons for early school leaving and the repercussions on the labour market in some disadvantaged territorial units of reference in Campania (Italy).This regional context is characterized by a higher incidence of poverty, poor school performance and a less favourable condition of young people in the labour market.The examination will focus on the northern suburbs of Naples.

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