Mediated Disaffection and Reconfigured Subjectivities: The Impact of a Vocational Learning Environment on the Reengagement of 14-16-Year-Olds

Autor/in	Allan, David
Titel	Mediated Disaffection and Reconfigured Subjectivities: The Impact of a Vocational Learning Environment on the Reengagement of 14-16-Year-Olds
Quelle	In: International Journal on School Disaffection, 11 (2015) 2, S.45-65 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8497
Schlagwörter	Foreign Countries; Adolescents; Females; Behavior Problems; At Risk Students; Vocational Education; Learner Engagement; Semi Structured Interviews; Cognitive Processes; Learning Motivation; Student Attitudes; Educational Environment; Reflection; Self Concept; Metacognition; Nontraditional Education; Withdrawal (Education); United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Ausbildung; Berufsbildung; Cognitive process; Kognitiver Prozess; Motivation for studies; Lernmotivation; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Selbstkonzept; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Non-traditional education; Alternative Erziehung; Kursabbruch
Abstract	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. (As Provided).
Anmerkungen	IOE Press. Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7763-2157; e-mail: ioepress@ioe.ac.uk; Web site: http://ioepress.co.uk/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01