Cracking with Affect: Relationality in Young People's Movements in and out of Mainstream Schooling

Autor/inn/en	Skattebol, Jennifer; Hayes, Debra
Titel	Cracking with Affect: Relationality in Young People's Movements in and out of Mainstream Schooling
Quelle	In: Critical Studies in Education, 57 (2016) 1, S.6-20 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2015.1096803
Schlagwörter	Mainstreaming; Nontraditional Education; Indigenous Populations; Females; Affective Behavior; Interpersonal Relationship; Inclusion; Ethnography; Social Isolation; Cultural Influences; Qualitative Research; Foreign Countries; Story Telling; Pacific Islanders; Interviews; High School Students; Student Behavior; Language Usage; Australia + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Sinti und Roma; Weibliches Geschlecht; Affective disturbance; Active behaviour; Affektive Störung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Inklusion; Ethnografie; Soziale Isolation; Cultural influence; Kultureinfluss; Qualitative Forschung; Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Interviewing; Interviewtechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Sprachgebrauch; Australien
Abstract	This paper focusses on the schooling stories of two young women who moved from mainstream schooling into alternative learning program set up for Indigenous students and back into mainstream schooling to complete their Year 12 education. The manner in which these young women narrated their stories is understood through the prism of Indigenous notions of relatedness and affect theory and is as revealing as the actual reporting of the events and rationales in these young women's schooling trajectories. Young people's insights into the challenges of mainstream pedagogies and promises of relational pedagogies invite us to consider what could be different in structures and processes which aim to deliver educational equity. We argue there is a need for more research which offers rich accounts of the emotional and relational fields which underpin student subjectivities and engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01