Název: Framing narratives: youth and schooling, silencing and dissent
Zdrojový dokument: Studia paedagogica. 2016, roč. 21, č. 4, s. 35-52
Rozsah
35-52
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2016-4-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/136285
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
As completing upper secondary school has become increasingly important for young people to take their place in society, the problem of school dropout has prompted extensive research to identify the decisive underlying individual and school-based risk factors. However, less attention has been paid to interactions between individual students and institutions (Bunting & Moshuus, 2017). Such a shift redirects our attention from seeing dropout as an accumulation of risk factors (Rumberger, 2011) towards a focus on the processes leading some students to drop out (Brown & Rodriguez, 2009). From this perspective, this paper explores how interaction frames and silences those young people that drop out (Fine, 1991). Based on ethnographic narrative interviews, this qualitative longitudinal study explores schooling experiences through young people's own accounts. The interpretation of the data reveals issues of young people having a voice or being silenced, staying, and completing school or being excluded from school as silenced individuals or (less frequently) as outspoken dissidents. The study explores how these young people frame their narratives, as this factor seems to contribute to diametrically opposed outcomes (dropping out or completion). The findings indicate that young people who employ similar negative frames to describe their interactions both at home and at school are the most vulnerable to dropping out.
Reference
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[2] Arnesen, A., & Sørlie, A. (2010). Forebyggende arbeid i skolen. In E. Befring, I. Frønes, & A. Sørlie (Eds.), Sårbare unge, nye perspektiver og tilnærminger (pp. 86–102). Oslo: Gyldendal.
[3] Baker, D. (2014). The schooled society: The educational transformation of global culture. Stanford: Stanford University Press.
[4] Brown, T. M., & Rodriguez, L. F. (2009). School and the co-construction of dropout. International Journal of Qualitative Studies in Education, 22(2), 221–242. | DOI 10.1080/09518390802005570
[5] Bunting, M., & Moshuus, G. H. (2017). Stories of dropping out. An indirect approach to youth out of school in Norway (work in progress).
[6] Dorn, S. (1993). Origins of the 'Drop-Out Problem'. History of Education Quarterly, 33(3), 353–373. | DOI 10.2307/368197
[7] Falch, T., & Nyhus, O. H. (2011). Betydningen av fullført videregående opplæring for sysselsetting og inaktivitet blant unge voksne. Søkelys på arbeidslivet, 28(4), 285–299.
[8] Fine, M. (1991). Framing dropouts. Notes on the politics of an urban public high school. Albany, NY: State University of New York Press.
[9] Frønes, I. (2010). Kunnskapssamfunn, sosialisering og sårbarhet. Om utvikling og barnevern under kunnskapssamfunnets betingelser. In E. Befring, I. Frønes, & A. M. Sørlie (Eds.), Sårbare unge, nye perspektiver og tilnærminger (pp. 32–45). Oslo: Gyldendal.
[10] Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
[11] Geertz, C. (1983). Local knowledge. Further essays in interpretive anthropology. New York: Basic Books.
[12] Griffin, C. (2011). The trouble with class: Researching youth, class and culture beyond the 'Birmingham School'. Journal of Youth Studies, 14(3), 245–259. | DOI 10.1080/13676261.2010.533757
[13] Guest, R. (2016). Generation Uphill. The Economist. Retrieved from http://www.economist.com/news/special-report/21688591-millennials-are-brainiest-best-educated-generationever-yet-their-elders-often
[14] Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice. London & New York: Routledge. | DOI 10.4324/9780203944769
[15] Jonker, E. F. (2006). School hurts: Refrains of hurt and hopelessness in stories about dropping out at a vocational school for care work. Journal of Education and Work, 19(2), 121–140. | DOI 10.1080/13639080600667988
[16] Kvale, S., & Brinkmann, S. (2015). InterViews: Learning the craft of qualitative research interviewing. London: Sage.
[17] Markussen, E. (2014). Utdanning lønner seg. Rapport 1. Oslo: NIFU.
[18] Markussen, E., Frøseth, M. W., Lødding, B., & Sandberg, N. (2008). Bortvalg og kompetanse: Gjennomføring, bortvalg og kompetanseoppnåelse i videregående opplæring blant 9749 ungdommer som gikk ut av grunnskolen på Østlandet våren 2002: Hovedfunn, konklusjoner og implikasjoner fem år etter. Oslo: NIFU STEP
[19] Markussen, E., Lødding, B., & Holen, S. (2012). De' hær e'kke nokka for mæ. Om bortvalg, gjennomføring og kompetanseoppnåelse i videregående skole i Finnmark i skoleåret 2010–2011. Rapport 10. Oslo: NIFU.
[20] Markussen, E., & Seland, I. (2012). Å redusere bortvalg- bare skolens ansvar? En undersøkelse av bortvalg ved de videregående skolene i Akershus fylkeskommune skoleåret 2010–2011. Rapport 6. Oslo: NIFU.
[21] Markussen, E., Frøseth, M. W., & Sandberg, N. (2011). Reaching for the unreachable: Identifying factors predicting early school leaving and non-completion in Norwegian upper secondary education. Scandinavian Journal of Educational Research, 55(3), 225–253. | DOI 10.1080/00313831.2011.576876
[22] Moshuus, G. A., & Eide, K. (2016). The indirect approach: How to discover context when studying marginal youth. International Journal of Qualitative Methods, 15(1), 1–10. | DOI 10.1177/1609406916656193
[23] Moshuus, G. H. (2005). Young immigrants of heroin: An ethnography of Oslo's street worlds (Doctoral dissertation). Oslo: Institute of Anthropology Faculty of Social Sciences, University of
[24] Oslo.
[25] Moshuus, G. H. (2012). Skulle jeg latt være å intervjue Sandra? Om etnografi på barnefattigdom og snøballen som stoppet. In E. Backe-Hansen & I. Frønes (Eds.), Metoder og perspektiver i barne- og ungdomsforskning. Oslo: Gyldendal Akademiske.
[26] Page, R. (1994). Do-good ethnography. Curriculum Inquiry, 24(4), 479–502. | DOI 10.2307/1179954
[27] Rumberger, R. W. (2011). Dropping out. Why students drop out of high school and what can be done about it. London: Harvard University Press.
[28] Sletten, A. M., & Hyggen, C. (2013). Ungdommm, frafall og marginalisering. Oslo: Norges Forskningsråd.
[29] Spradley, J. P. (1979). The ethnographic interview. Fort Worth: Harcourt.
[30] Statistisk Sentralbyrå (2016). Gjennomstrømning i videregående skole. 2010–2015. Retrieved from http://www.ssb.no/utdanning/statistikker/vgogjen/aar/2016-06-02
[31] Tanggaard, L. (2013) An exploration of students' own explanations about dropout in vocational education in a Danish context. Journal of Vocational Education & Training, 65(3), 422-439. | DOI 10.1080/13636820.2013.834956
[32] Utdanningsdirektoratet (2014). Gjennomføringsbarometeret 2014. Retrieved from http://www.udir.no/globalassets/upload/statistikk/gjennomforing/gjennomforingsbarometeret-2014.pdf
[33] Utdanningsdirektoratet (2015). Gjennomføringsbarometeret 2015. Retrieved from http://www.udir.no/globalassets/filer/tall-og-forskning/statistikk/gjennomforing/gjennomforingsbarometeret-2015.pdf
[34] Willis, P. (1977). Learning to labour: How working class kids get working class jobs. New York: Columbia University Press.
[35] Woodman, D., & Wyn, J. (2015). Youth and generation: Rethinking change and inequality in the lives of young people. London: Sage.