Challenging Normative Assumptions Regarding Disengaged Youth: A Phenomenological Perspective

Autor/inn/en	Lewthwaite, Brian; Wilson, Kimberley; Wallace, Valda; McGinty, Sue; Swain, Luke
Titel	Challenging Normative Assumptions Regarding Disengaged Youth: A Phenomenological Perspective
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 30 (2017) 4, S.388-405 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2016.1252867
Schlagwörter	Foreign Countries; Learner Engagement; Phenomenology; Adolescents; Nontraditional Education; Nontraditional Students; Student Experience; Neoliberalism; Educational Policy; Qualitative Research; Social Attitudes; Self Concept; Alienation; Individual Power; Educational Attitudes; Psychological Patterns; Educational Environment; Ideology; Human Capital; Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Non-traditional education; Alternative Erziehung; Studienerfahrung; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Qualitative Forschung; Social attidude; Soziale Einstellung; Selbstkonzept; Entfremdung; Eigeninitiative; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ideologie; Humankapital; Interviewing; Interviewtechnik; Australien
Abstract	This paper explores the experiences of 12 young people, all teenagers, who have chosen to attend alternative schools known as flexible learning options within the Australian context. Using a phenomenological approach, the study seeks to understand their experiences outside the normalised public discourse that they had "disengaged" from mainstream school. A phenomenological approach is employed because of its potential to draw attention to predetermined assumptions about, in this study's case, student disengagement, a concept commonly framed within a pathologised and deficit perspective. The study gives evidence for the utility of a phenomenological approach in providing insight into how macrosystem policy, such as a nationalistic neoliberal agenda, influences "schooling" and subsequently students' experiences with schools. The implications of this study with attention to the nexus between methodology and policy are discussed, especially in drawing attention to how phenomenology as a qualitative methodology provides a means of agency for the disenfranchised to challenge existing policy and public assumptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01