This paper looks at the experiences of educationally disaffected 14—16-year-old girls undertaking vocational learning in an out-of-school environment, as part of a work-related learning programme. Drawing on data from semi-structured interviews with female students, teachers, and vocational tutors, it is argued that these girls undergo deep self-reflective thinking and develop stronger self-awareness as a result of undertaking learning in an alternative environment. The overall environment is perceived as being apt to facilitate individual needs and to establish and develop student voice. Consequently, the girls are seen to be empowered and thus develop greater autonomy, indulge in deeper self-analysis, and amend their self-perspectives. Although the girls identify similar features between school and the vocational learning provider, each environment is conceptualised with significant differences. Vocal empowerment evidences stronger engagement in learning, improved attitudes to learning, and a perception of stronger self-objectivity.
|Publication status||Accepted/In press - 10 Mar 2014|
|Event||Annual Education Conference - Edge Hill University, Ormskirk, United Kingdom|
Duration: 8 Jul 2014 → 10 Jul 2014
|Conference||Annual Education Conference|
|Period||8/07/14 → 10/07/14|