Re-engagement to where? Low SES students in alternative-education programmes on the path to low-status destinations?

Smyth, John; McInerney, Peter; Fish, Timothy James

doi:10.1080/13596748.2013.755862

Cited by 28 publications

(12 citation statements)

References 20 publications

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“…As reported elsewhere, the social workers in our study also described a lack of high quality activation programs (Andersen et al. 2019a), and this problem has been raised internationally (Simmons, Thompson, and Russell 2014; Smyth, McInerney, and Fish 2013). The young adults described programs like the tourist site with terms like “storage places”, “parking spaces” and “cardboard boxes”, and being placed in them made them feel “worthless” or “made a fool of”, and they lost their motivation for participating in activation.…”

Section: Methodssupporting

confidence: 75%

Being Heard and Remembered: Young Adults’ Experiences of Recognition in the Social and Health Care Systems in Denmark

Andersen

Tjørnhøj‐Thomsen

Reventlow

et al. 2020

Ethos

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This article draws on ethnographic material from a study among young Danish adults who have complex psychosocial problems and are not engaged in education or employment. Engaging the concepts of recognition (Honneth 2003, 2006) and care (Tronto 1994), we examine the young adults’ experiences of attitudinal, practical and relational aspects of encounters with professionals and services in the social and health care systems. We track how the young adults are socially visible or invisible as individuals depending on whether professionals show a genuine interest in the young adults’ specific stories and help meeting their needs over time. Social visibility is a prerequisite of recognition (Honneth 2003). We argue that at stake in the young adults’ encounters with professionals and services is the recognition of them as equal members of society, who deserve help with overcoming their problems and have something to contribute with. We examine the consequences of lack of recognition, and we conclude that paradoxically the efforts made by the system to help the young adults in some cases contribute to their experience of marginalization.

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Section: Methodssupporting

confidence: 75%

Being Heard and Remembered: Young Adults’ Experiences of Recognition in the Social and Health Care Systems in Denmark

Andersen

Tjørnhøj‐Thomsen

Reventlow

et al. 2020

Ethos

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“…Recent research into the experiences of young workers focuses on apprenticeships (Fuller & Unwin, 2010), jobs without training (Lawy et al, 2009;Maguire, 2010) and specific sectors -for example, Callaghan and Thompson (2002) on call centres and Lloyd (2008) on fitness instructors. There is also some research on advice and guidance for marginalised young people (Russell et al, 2010), and on employability programmes (Russell et al, 2011;Higgins, 2013;Smyth et al, 2013). Numerous business surveys highlight claims by employers of 'skills gaps', particularly 'soft skills' (Sissons & Jones, 2012, p. 21).…”

Section: Introductionmentioning

confidence: 99%

“…There is also some research on advice and guidance for marginalised young people (Russell et al, 2010), and on employability programmes (Russell et al, 2011;Higgins, 2013;Smyth et al, 2013). Numerous business surveys highlight claims by employers of 'skills gaps', particularly 'soft skills' (Sissons & Jones, 2012, p. 21).…”

Section: Introductionmentioning

confidence: 99%

Formerly NEET Young People's Pathways to Work: A Case-Study Approach

Russell

2014

Power and Education

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The recession in the United Kingdom has had a disproportionate effect on young people's employment opportunities, rendering many of them, especially those with low-level qualifications, ensnared in insecure, low-paid work. Findings from two multinational private sector company case studies, incorporating the perspectives of management staff, young people working within them, career support service practitioners and Jobcentre Plus managers, reveal that many young people want to work, but have difficulty in finding and retaining paid employment. Previously NEET (not in employment, education or training) young people, especially those from lower socio-economic backgrounds, tend to access work via informal pathways and obtain knowledge about the workplace via informal means, rendering them less likely to gain and retain secure, well-paid employment. Private sector employers, career guidance and support practices are progressively moving towards more formal routes of gaining and retaining staff. Integrated, holistic systems that support both the young person and employer are required to help previously NEET young people secure relevant job opportunities.

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“…The possibility for PVE graduates to eventually join the academic mainstream was crucial since it provided them with the opportunity to access higher education. As Mills et al (2015) point out, typical concerns raised about the alternative education sector often refer to it as being a "dumping ground for students 'unwanted' by the education system" (p. 103) (see also Kim, 2011;Kim and Taylor, 2008;Mills et al, 2013;Smyth et al, 2013) such that increased use of alternative education programmes for younger and younger students can lead to them being separated from the mainstream and its benefits (De Jong and Griffiths, 2006). Furthermore, it was necessary to dispel what Thomson and Russell (2007) suggest as a tendency to assume that what all young people in alternative learning environments "need and want is vocational options" (p.…”

Section: Four-year Pve and Certificationmentioning

confidence: 99%

What happened to alternative lower-secondary education in Mauritius? : The Extended Programme as a case of misguided curriculum, unfair assessment, and social injustice

Rughoonauth¹

2021

Preprint

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The recent Nine-Year Continuous Basic Education (NYCBE) reform has brought about a dramatic change in the provision of alternative lower-secondary education in the Republic of Mauritius. Whereas the previous prevocational education (PVE) programme allowed educators to make use of an aims-based curriculum to respond to the learning profile of children marginalised within the primary education system by formatively catering for their holistic development in an inclusive and integrated manner and preparing them for vocational pathways, the new extended programme (EP) proposes to engage those same learners with a knowledge-based curriculum that focuses heavily on subject learning and high-stakes examinations. Our aim in this article is to examine, through the lens of social justice, the aims, objectives and expectations of the two alternative education programmes, and elaborate, by looking at aspects of curriculum, pedagogy and assessment, on how the EP ends up being a fundamentally flawed and poorly implemented programme that undermines the development and potential for human flourishing of the learners concerned. Implications for educators involved in the programme will also be touched upon.

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Re-engagement to where? Low SES students in alternative-education programmes on the path to low-status destinations?

Cited by 28 publications

References 20 publications

Being Heard and Remembered: Young Adults’ Experiences of Recognition in the Social and Health Care Systems in Denmark

Being Heard and Remembered: Young Adults’ Experiences of Recognition in the Social and Health Care Systems in Denmark

Formerly NEET Young People's Pathways to Work: A Case-Study Approach

What happened to alternative lower-secondary education in Mauritius? : The Extended Programme as a case of misguided curriculum, unfair assessment, and social injustice

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