|Journal||International Journal on School Disaffection|
|Early online date||1 Nov 2015|
|Publication status||E-pub ahead of print - 1 Nov 2015|
Research output: Contribution to journal › Article › peer-review
TY - JOUR
T1 - Mediated disaffection and reconfigured subjectivities: The impact of a vocational learning environment on the re-engagement of 14–16-year-olds
AU - Allan, David
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PY - 2015/11/1
Y1 - 2015/11/1
N2 - In England, one in three 11–16-year-olds is said to illustrate poor behaviour (Sodha and Guglielmi, 2009), while students at key stage 4 (14-16) who are not engaged in education are often identified as, or at risk of becoming, disaffected (McKendrick et al., 2007). This paper explores the impact of a vocational learning environment on disaffected 14–16-year-old girls’ cognition. Through a series of semi-structured interviews, data are obtained in relation to the cognitive processes that motivate attitude to learning and engagement with a learning environment. Of particular relevance is the impact on: reflection, self-awareness, subjectivity and metacognitive functioning. Disaffected female students are seen to develop greater self-insight and objectivity as a result of their engagement in an alternative learning environment. It is thus argued that disaffection with learning may be reduced through a temporary removal from the problematic environment (school), although this can perpetuate poor perceptions of schooling.
AB - In England, one in three 11–16-year-olds is said to illustrate poor behaviour (Sodha and Guglielmi, 2009), while students at key stage 4 (14-16) who are not engaged in education are often identified as, or at risk of becoming, disaffected (McKendrick et al., 2007). This paper explores the impact of a vocational learning environment on disaffected 14–16-year-old girls’ cognition. Through a series of semi-structured interviews, data are obtained in relation to the cognitive processes that motivate attitude to learning and engagement with a learning environment. Of particular relevance is the impact on: reflection, self-awareness, subjectivity and metacognitive functioning. Disaffected female students are seen to develop greater self-insight and objectivity as a result of their engagement in an alternative learning environment. It is thus argued that disaffection with learning may be reduced through a temporary removal from the problematic environment (school), although this can perpetuate poor perceptions of schooling.
M3 - Article
VL - 11
SP - 45
EP - 65
JO - International Journal on School Disaffection
JF - International Journal on School Disaffection
SN - 1478-8497
IS - 2