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024 7 $a10.1007/978-3-319-98201-4
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100   $a20180921d2018      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aRe-Engaging Young People with Education  $eThe Steps after Disengagement and Exclusion /$fby Simon Edwards
205   $a1st ed. 2018.
210  1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2018.
215   $a1 online resource (316 pages)
311   $a3-319-98200-1 
327   $aChapter 1. Introduction -- PART I -- Chapter 2. A Policy Cul-de-sac: Student Disengagement and Political Intervention -- Chapter 3. Bridging the Gap: An Ethnographic Study -- Chapter 4. The Construction of Students' Social Worlds - Observational findings -- PART II -- Chapter 5. Re-Thinking Pedagogy: A Relational Approach -- Chapter 6. Deleuze, Cinema and Time -- Chapter 7. Extending Students' Learning into Relational Sites -- PART III -- Chapter 8. Beyond the School Gates: Re-thinking the Role of Teachers and Informal Educators -- Chapter 9. Challenging Perceptions of the Self and Notions of Personal Freedom -- Chapter 10 -- Chapter 11. Critical Reflections.
330   $aThis book examines how young people can be re-engaged with schooling and their own learning beyond the school gates. Despite attempts by successive UK governments to promote engagement with education, there has been a substantial increase in formal and informal exclusions from secondary schools, particularly of underperforming students who come from low income families. The book builds on an ethnographic study carried out in a youth centre based on a secondary school site, exploring the social and cultural worlds of fourteen students as they complete a GCSE teamwork assessment. Analysing the ?translation? process of the students as they relocate their understanding of teamwork into the language of assessment, the author posits that student identity is a holistic individual project, where knowledge is produced within the conditions for the production of the self-narrative. This volume calls to educators to recognise the importance of relational pedagogy rooted in social practices, rather than individual cognitive performance. It is sure to be of value and interest to students and scholars of exclusion in education and relational pedagogy, as well as practitioners and policy makers.
606   $aEducational policy
606   $aEducation and state
606   $aEducational sociology
606   $aEducational sociology 
606   $aEducation and sociology
606   $aDiscourse analysis
606   $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000
606   $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O29000
606   $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/X22070
606   $aDiscourse Analysis$3https://scigraph.springernature.com/ontologies/product-market-codes/N51000
615  0$aEducational policy.
615  0$aEducation and state.
615  0$aEducational sociology.
615  0$aEducational sociology .
615  0$aEducation and sociology.
615  0$aDiscourse analysis.
615 14$aEducational Policy and Politics.
615 24$aSociology of Education.
615 24$aSociology of Education.
615 24$aDiscourse Analysis.
676   $a370.941
700   $aEdwards$b Simon$4aut$4http://id.loc.gov/vocabulary/relators/aut$01061195
906   $aBOOK
912   $a9910299512803321
996   $aRe-Engaging Young People with Education$92517840
997   $aUNINA