Voices of Disaffection: Disengaged and Disruptive Youths or Agents of Change and Self-Empowerment?

Autor/inn/en	Allan, David; Duckworth, Vicky
Titel	Voices of Disaffection: Disengaged and Disruptive Youths or Agents of Change and Self-Empowerment?
Quelle	In: British Journal of Special Education, 45 (2018) 1, S.43-60 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12201
Schlagwörter	Foreign Countries; Learner Engagement; Secondary School Students; Females; Social Capital; Vocational Education; Semi Structured Interviews; Student Empowerment; At Risk Students; Compulsory Education; Change Agents; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Weibliches Geschlecht; Sozialkapital; Ausbildung; Berufsbildung; Studienberechtigung; Schulpflicht
Abstract	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- to 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 marginalisation, 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 only those students whose individual dispositions align with institutional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01