Research Output per year
This article presents findings from research conducted into school disaffection in the north of England. Bourdieu’s concept of capital is utilised to explore the perspectives of 14-16-year-old girls undertaking vocational learning as a strategy for re-engagement. Data emanate from semi-structured interviews in which social and linguistic capital in school is identified as a privileged feature of a select few. Thus, within the field of education, capital facilitates student empowerment, whereupon the lack of such can lead to marginalization, disaffection and, subsequently, disengagement. However, voice is presented as a powerful mechanism for challenging the existing inequities of compulsory schooling in England by validating unacknowledged capital, recognising agency, and thus facilitating the self-empowerment of disaffected young people. Schools are encouraged to rethink their political stance to consider the potentially detrimental impact of a discourse that validates the dominant sociocultural capital and empowers those students whose individual dispositions align with institutional practices
- student voice
- alternative learning environments
ALLAN, DAVID., O'DOHERTY, ELLA., BOORMAN, DAVID. & SMALLEY, PAUL., 16 Jun 2020, In : Education 3-13: International Journal of Primary, Elementary and Early Years Education.
Research output: Contribution to journal › Article