Beyond Bad Behaviour? Towards a Broader Understanding of School Student Activism

Autor/inn/en	Barrance, Rhian; Muddiman, Esther
Titel	Beyond Bad Behaviour? Towards a Broader Understanding of School Student Activism
Quelle	In: British Journal of Sociology of Education, 44 (2023) 6, S.1087-1107 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barrance, Rhian) ORCID (Muddiman, Esther)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2023.2238906
Schlagwörter	Activism; Foreign Countries; Social Justice; Student Behavior; United Kingdom + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Ausland; Soziale Gerechtigkeit; Student behaviour; Schülerverhalten; Großbritannien
Abstract	This paper explores UK school students' protest activism relating to their schools' policies and practices, drawing on two datasets: 1) a newspaper analysis of media reports relating to school protests between 2000 and 2021; 2) a survey of 800 secondary school pupils in Wales. Drawing on social movements literature and adapting concepts for the school environment, we present a framework for exploring children's protest repertoires that distinguishes between institutionalised, legitimated and disruptive forms of activism. Our analysis outlines trends in pupil protest activities and explores stated motivations for protesting. We find that pupils are using a broad range of protest actions, often in combination, to voice concerns about school-based issues. Our data also suggest that pupils link their grievances to wider themes of social justice, rights, fairness and solidarity. Using principles of critical pedagogy, our study challenges hegemonic and deficit-laden ideas about children's (mis)behaviour as potential mis-readings of activism. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01