Student Welfare: Complexity, Dilemmas and Contradictions

Autor/in	Cornish, Carlene
Titel	Student Welfare: Complexity, Dilemmas and Contradictions
Quelle	In: Research in Post-Compulsory Education, 24 (2019) 2-3, S.173-184 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2019.1596413
Schlagwörter	Well Being; College Students; Foreign Countries; College Faculty; At Risk Students; Disadvantaged Youth; Student Needs; Employment Qualifications; Teacher Role; Teaching Methods; United Kingdom (England) + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Collegestudent; Ausland; Fakultät; Benachteiligter Jugendlicher; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The role of the education sector has expanded into areas of social welfare. A key influence, relates to the disintegration of public-funded organisations responsible for mental health and social welfare provision. This article considers the policy drive for a broadened welfare mandate within education settings. Drawing on illustrations of welfare-orientated teaching, the article explores the extent to which a welfare agenda influenced teaching practise and education provision for marginalised youth enrolled on an employability course in an FE college. During academic years 2013 to 2015, empirical research was conducted with seven tutors and 26 students enrolled on a Level 1 employability course at a large FE college in South East England. Key findings discovered that there was a disproportionate focus on welfare duties when teaching youth with complex backgrounds. Fieldwork data mainly highlighted complications, contradictions and the counter-productive nature of welfare-orientated teaching: it gave rise to 'social welfare tutors'; they have a diminished academic focus and were wholly engaged in welfare duties, reducing the course to something akin to therapy and welfare practise. Despite good intentions, generally, such practise directly reinforced disadvantage and marginalised participants from essential provision that granted access to a range of further study and training opportunities within the setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01