Endogenous Assets-Mapping: A New Approach to Conceptualizing Assets in Order to Understand Young People's Capabilities and How These Relate to Their Desired Educational Outcomes in Disadvantaged Neighbourhoods

Autor/inn/en	Forbes, Claire; Kerr, Kirstin
Titel	Endogenous Assets-Mapping: A New Approach to Conceptualizing Assets in Order to Understand Young People's Capabilities and How These Relate to Their Desired Educational Outcomes in Disadvantaged Neighbourhoods
Quelle	In: Cambridge Journal of Education, 53 (2023) 1, S.117-133 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forbes, Claire) ORCID (Kerr, Kirstin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2083077
Schlagwörter	Youth; Disadvantaged Environment; Neighborhoods; Outcomes of Education; Cartography; Ownership; At Risk Persons; Equal Education; Opportunities; Academic Aspiration; Quality of Life; Educational Attainment; Aptitude; Ability + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Neighbourhoods; Nachbarschaft; Lernleistung; Schulerfolg; Kartenkunde; Kartografie; Eigentum; Risikogruppe; Möglichkeit; Lebensqualität; Bildungsabschluss; Bildungsgut; Eignung; Fähigkeit; Fertigkeit
Abstract	Asset-based approaches to public service reform suggest a need for policymakers to shift attention from 'fixing' the perceived deficits of disadvantaged neighbourhoods, to recognising and building on the resources, or assets, they hold. However, these approaches have also been critiqued for interpreting assets so broadly that they effectively become meaningless, or so narrowly that they perpetuate deficit views. To counter these tendencies, a new conceptually and methodologically robust endogenous assets-mapping approach is proposed. This has been designed to enable nuanced insights into the assets young people living in disadvantaged neighbourhoods may draw upon to pursue positive educational and wider life outcomes. The approach's utility is illustrated through the case of Ayesha, a 14-year-old student with a difficult relationship with school. The paper concludes that an endogenous assets-mapping approach can help to generate more positive narratives for vulnerable learners living in disadvantaged neighbourhoods than schooling may typically enable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01