scholarly journals Sted, trivsel og skoleavbrudd - individuelle og strukturelle mekanismer i skolen synliggjort gjennom ungdoms fortellinger

2019 ◽  
Vol 3 (3) ◽  
pp. 127-141
Author(s):  
Torill Aagot Halvorsen ◽  
Mette Bunting
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Social Space ◽  
Ethnographic Study ◽  
Educational Science ◽  
Henri Lefebvre ◽  
School Activities ◽  
School Practice ◽  
Everyday Practices ◽  
Insight Into

The aim of this article is to examine young people’s narratives about place in the dropout process and how they make sense of everyday practices in social places. Studying young people’s experiences about place can provide insight of how change and continuity can influence decisions and practices. This article is based on preliminary findings from the longitudinal ethnographic study [Name of project] in which 71 youths from the county of Telemark are regularly interviewed. The article presents excerpts from the stories, which give us insight into everyday practices, relationships and experiences from school activities. The French professor, philosopher and sociologist Henri Lefebvre, known to city planners and architects, was also engaged in education and teaching. However, in the Nordic countries, his work has largely been ignored by the pedagogical and educational science. In this article, we want to highlight his critical thinking on education where he introduces pedagogical concepts, principles and mind-sets that might have a significant importance when analyzing the young people’s narratives, trying to understand their everyday practice. The results in this study indicate that young people struggle in different ways with their everyday school practice, social space and the place they grow up, which again influence their endeavors in completing their education. Hence, it is imperative for educators to comprehend the influence the extended meaning of place, space and relationships have on young people’s opportunities to succeed in completing school.

scholarly journals Saying It Like It Is? Power, Participation and Research Involving Young People

2017 ◽  
Vol 5 (3) ◽  
pp. 228-239 ◽  
Author(s):  
Emma Davidson
Keyword(s):  
Young People ◽  
Participatory Research ◽  
Social Inclusion ◽  
Social Research ◽  
Ethnographic Study ◽  
Housing Estate ◽  
Children’S Agency ◽  
The Uk ◽  
Fundamental Shift ◽  
Insight Into

Developments in the conceptualisation of childhood have prompted a fundamental shift in young people’s position within social research. Central to this has been the growing recognition of children’s agency within the landscapes of power between child participants and adult researchers. Participatory research has rooted itself in this paradigm, gaining status from its principles of social inclusion and reciprocity. While participatory research has benefitted from a growing theoretical analysis, insight can be deepened from reflexive accounts critiquing participation ‘in the field’. This article presents one such account, using the example of an ethnographic study with young people living in a ‘disadvantaged’ housing estate in the UK. It describes how efforts to ‘enable’ young people’s participation were simultaneously embraced, contested, subverted and refused. These, often playful, responses offered rich insight into how the young participants viewed themselves, their neighbourhood, and ‘outsiders’ efforts to give them voice. The article concludes by emphasising the importance of conceptualising participation not simply as a set of methods, but as a philosophical commitment which embraces honesty, inclusivity and, importantly, the humour that can come from this approach to research.

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

scholarly journals Moving online: young people and parents’ experiences of adolescent eating disorder day programme treatment during the COVID-19 pandemic

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Phillipa Louise Brothwood ◽  
Julian Baudinet ◽  
Catherine S. Stewart ◽  
Mima Simic
Keyword(s):  
Young People ◽  
Day Treatment ◽  
Free Text ◽  
Treatment Delivery ◽  
Therapeutic Practice ◽  
Advantages And Disadvantages ◽  
Online Treatment ◽  
The Everyday ◽  
Lost In Translation ◽  
Insight Into

Abstract Background This study examined the experiences of young people and their parents who attended an intensive day treatment programme for eating disorders online during the global COVID-19 pandemic. Methods Online questionnaires were completed by 14 adolescents (12–18 years) and their parents (n = 19). The questionnaires included a mixture of rating questions (Likert scale) and free text responses. Free text responses were analysed using reflexive thematic analysis. Results Three main themes were identified: 1) New discoveries, 2) Lost in translation and 3) The best of a bad situation. This study provides insight into the benefits and pitfalls of online treatment delivery in the adolescent day programme context, which has rapidly had to become part of the everyday therapeutic practice. Results indicate that there are advantages and disadvantages to this, and that parents and young people’s views differed. Conclusions This study suggests that the increased accessibility provided by online working does not necessarily translate to increased connection. Given the importance of therapeutic alliance in treatment outcomes, this will be an important consideration for future developments of online intensive treatments.

scholarly journals Exploring the functions of music in the lives of young people on the autism spectrum

2021 ◽  
pp. 030573562110089
Author(s):  
Melissa L Kirby ◽  
Karen Burland
Keyword(s):  
Young People ◽  
Everyday Life ◽  
Interpretative Phenomenological Analysis ◽  
Autism Spectrum ◽  
Phenomenological Analysis ◽  
Multiple Methods ◽  
Social Functions ◽  
Interview Technique ◽  
Autistic People ◽  
Insight Into

Current research investigating the functions of music in everyday life has identified cognitive, emotional, and social functions of music. However, previous research focuses almost exclusively on neurotypical people and rarely considers the musical experiences of autistic people. In addition, there is limited research which focuses explicitly on the musical experiences of young people on the autism spectrum. Current research exploring the functions of music may therefore not accurately represent the experiences of the autistic community. This article aims to explore the function of music in the lives of young people on the autism spectrum through a series of interviews. Eleven young people on the autism spectrum age 12 to 25 ( M = 19.4) were interviewed about the function of music in their lives. An adaptive interview technique, utilizing multiple methods of communication, was employed to account for the participants’ broad communicative and personal needs. Interpretative phenomenological analysis revealed four key functions of music in the participants’ lives: Cognitive, Emotional, Social, and Identity. Collectively, these results provide a unique insight into the musical experiences of young people on the autism spectrum.

scholarly journals How does career guidance at schools encounter migrant young people? Interactional practices that hinder socially just guidance

2021 ◽  
Author(s):  
Sanna Vehviläinen ◽  
Anne-Mari Souto
Keyword(s):  
Social Justice ◽  
Young People ◽  
Career Guidance ◽  
Empirical Studies ◽  
Ethnographic Study ◽  
School Career ◽  
Interaction Research

AbstractThe aim of this article is to show how interaction research can contribute to the understanding and praxis of socially just guidance. The article is theoretical, but it makes use of our previous empirical studies. We combine the ethnographic study of school and racism, and interactional research on guidance. We define guidance for social justice, explaining how this translates to the level of interactional practices. We show two empirical examples of interactional phenomena hindering socially just praxis. We lastly discuss our practical conclusions on how to help school career counsellors change their interactional practices.

scholarly journals Ultra Groups as Social Space for Leisure

2017 ◽  
Vol 74 (1) ◽  
pp. 5-11
Author(s):  
Daniel Seabra
Keyword(s):  
Young People ◽  
Everyday Life ◽  
Social Space ◽  
Autobiographical Narratives ◽  
Structured Interviews ◽  
Direct Participation ◽  
Social Leisure ◽  
Group Members ◽  
The Media ◽  
Regular Practice

AbstractThe paper aims to demonstrate that violence is far from a regular practice in Ultra groups, despite its notorious visibility as transmitted by the media. The paper attempts to demonstrate that Ultra groups are a social space of leisure for young people, rather than a space for violence. Actually, having used observation through direct participation and having registered the discourses of Ultra group members, it is possible to demonstrate that life in these groups represents, for many, not only a break from difficult everyday life, but also the only and/or the most important moment of social leisure in their lives.The object of this research was four Ultra groups who support the teams of Oporto City: Super Dragõe, Colectivo Ultras 95 (both support Futebol Clube do Porto), Panteras Ngeras (supporting Boavista Futebol Clube), and Alma Salgueirista (supporting Sport Comércio e Salgueiros). The research was based on observation through direct participation made among the groups over six years. Also conducted were 90 semi-structured interviews, 20 autobiographical narratives, and surveys (sample 206 for estimated n=1766).

scholarly journals The environment and politics in science education: the case of teaching fracking

2021 ◽  
Author(s):  
Lynda Dunlop ◽  
Lucy Atkinson ◽  
Maria Turkenburg-van Diepen
Keyword(s):  
High School ◽  
Science Education ◽  
Critical Thinking ◽  
Young People ◽  
Hydraulic Fracturing ◽  
Environmental Issues ◽  
School Science ◽  
Research Literature ◽  
High School Science ◽  
Illustrative Case

AbstractHydraulic fracturing (‘fracking’), like other complex social and environmental issues, is a controversy about science which raises educational questions about how best to prepare young people to understand, respond to and, where necessary, act (or not) in response. It raises political questions. We present a state-of-the-art review of research literature on fracking and education using systematic strategies, with a view to finding out how it is framed in educational situations and how politics enters the science classroom. This serves as an illustrative case of how contested scientific and technological interventions with implications for the environment and society are treated in school science. The review is supplemented by interviews with 10 teachers of science and engineering working in schools or colleges near sites of operational exploratory fracking. We find that the research literature on teaching hydraulic fracturing is sparse, with only 25 studies relating to teaching and learning about fracking. Few studies (n = 7) relate to high school education. Where it features in science education, fracking is used as a context for interdisciplinarity and critical thinking, and lends itself to approaches using discussion, dialogue and modelling. Outcomes from fracking education range include knowledge gains and critical thinking. Teachers interviewed tended not to see a place for fracking in the curriculum or in the classroom and were averse to including politics in upper high school science education. Our analysis suggests depoliticization through absence of this specific complex environmental issue from the public (education) sphere, reinforced by the desire for ‘balance’ in high school science education and instrumental approaches to science education which prioritize assessed learning outcomes. Dealing with complex social and environmental issues such as hydraulic fracturing in the years of compulsory science schooling is necessary because scientific knowledge is necessary but not sufficient to prepare young people for the critical scientific literacy required to meet sustainable development goals. There is a need to assess and respond to the educational needs of local communities affected by industrial interventions such as fracking. These findings are likely to be relatable to other issues where there are local and global consequences of action or inaction and where the environment and health are pitted against economic and energy demands.

Black-white mixed race young people in Ireland and their lived experiences of racialised exclusion

2021 ◽  
pp. 079160352110684
Author(s):  
Patti O’Malley
Keyword(s):  
Young People ◽  
Mixed Race ◽  
Regular Feature ◽  
Black African ◽  
Academic Scholarship ◽  
Irish Context ◽  
Irish Identity ◽  
Depth Interviews ◽  
Insight Into ◽  
Shed Light

The multiracial family and the existence of mixed race children have come to be a regular feature of Irish familial life. Yet, nation-building discourses have promulgated notions of ethnic and religious homogeneity with Irish identity being racialised exclusively as white. Moreover, to date, there has been a dearth of academic scholarship related to racial mixedness in the Irish context. Through in-depth interviews, this paper sets out, therefore, to provide empirical insight into the lives of fifteen black (African) – white (Irish) mixed race young people (aged 4 to 18) with a particular focus on their experiences of racialised exclusion. Indeed, findings suggest that, as in other majority white national contexts, the black-white mixed race young people are racialised as black in the Irish public domain and as such, are positioned as ‘racialised outsiders’. In fact, their narrative accounts shed light on everyday encounters saturated by ‘us-them’ racial constructs based on phenotype. Thus, these young people, who are not fully recognised as mixed race Irish citizens, are effectively deprived of a space in which to articulate their belonging within the existing statist (i.e. inside/outside) framework.

China’s Wall: Space, Power, and Culture

2017 ◽  
Vol 21 (2) ◽  
pp. 108-119
Author(s):  
Song Mei Lee-Wong
Keyword(s):  
Social Organization ◽  
Social Space ◽  
Chinese History ◽  
Administrative System ◽  
Household Registration ◽  
Spatial Metaphor ◽  
Imperial China ◽  
China Today ◽  
Insight Into ◽  
Mao Era

China’s wall is part of Chinese history—both as habitation (walled settlements) and as an icon of Chinese civilization. More significantly, China’s wall, as a configured part of social space is a spatial metaphor of division and differentiation. According to Bourdieu, space is about social organization and power. This article is a sociohistorical discourse on China’s wall, specifically on social space as conceptualized and perceived in imperial China, during the Mao era and in China today. Bourdieu’s concept of space as social and relational lends itself to the deconstruction of the metaphorical wall. It is contended that the age-old hukou/household registration, reestablished by Mao in conjunction with the danwei/work/administrative system, constitutes a part of this wall. The intent behind this discourse is to gain insight into Chinese conceptualization and perceptions of space within a sociohistorical framework.

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