Understanding Social Stratification: Social Class

Bilton, Tony; Bonnett, Kevin; Jones, Pip; Skinner, David; Stanworth, Michelle; Webster, Andrew

doi:10.1007/978-1-349-24712-7_6

Introductory Sociology 1996

DOI: 10.1007/978-1-349-24712-7_6

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Understanding Social Stratification: Social Class

Tony Bilton

Kevin Bonnett

Pip Jones

et al.

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2004

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“…The government report Opportunity for All: The 4th Annual Report (2002) re-emphasizes the potential marginalizing effects of school exclusion on young children (http://www.dwp.gov.uk/publications/ dwp/2002/oppal-fourth/index.htm). The exclusion of young people from schools continues to be a key concern for educational policy-makers, practitioners, young people and their families (Bilton et al 1996, Sparkes 1999. Young people's exclusion has been linked to the increasing gulf between the rich and poor (Jordan 1996), the development of an underclass (MacDonald 1997), the lack of opportunities for developing cultural and economic capital (Brown 1997) and the emergence of 'fractured identities' (Bradley 1996).…”

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Community projects and excluded young people: reflections on a participatory narrative research approach

Goodley

Clough²

2004

International Journal of Inclusive Education

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Much has been written about the epistemological, theoretical and methodological bases of inclusive research, but how does it look in practice? This paper critically documents a participatory narrative approach to research with young people that, it is argued and demonstrated, foregrounds their agendas as critical researchers. The paper draws upon a research project that explored the meaning of community projects to young people excluded from school-based educational provision in Sheffield, UK. The remit was to capture their critical views on these projects and to flag up good practice with them as co-researchers. This paper reflects on the research approach and the findings that, as a team, were elicited. 'It's time for a fresh start' was a phrase much heard in the research. When projects worked well, they appeared to draw heavily upon a philosophy of giving young people new contexts and experiences to better themselves in ways that might not have been met in schools; they remained in projects when they felt respected by workers and when the projects gave them new and relevant experiences that they could take with them as they entered early adulthood. Similarly, young people illuminated the potency of research to elicit meaning and meaningmaking practices. By focusing on narrative, a storied approach to research provided opportunities for participation, included a whole host of perspectives and critically engaged with emergent policy, practice and theory issues.

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confidence: 99%

Community projects and excluded young people: reflections on a participatory narrative research approach

Goodley

Clough²

2004

International Journal of Inclusive Education

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Understanding Social Stratification: Social Class

Cited by 1 publication

References 8 publications

Community projects and excluded young people: reflections on a participatory narrative research approach

Community projects and excluded young people: reflections on a participatory narrative research approach

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