Can mainstream and alternative education learn from each other? An analysis of measures against school dropout and early school leaving in Portugal

Nada, Cosmin; Santos, Sofia Almeida; Macedo, Eunice; Araújo, Helena C.

doi:10.1080/00131911.2018.1508127

Cited by 20 publications

(33 citation statements)

References 30 publications

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“…The support offered to students most at risk, as presented in the cases of Marcin and Paweł, is often based on the assumption that such students present a set of ‘deficits’ which need to be corrected (Nada et al, 2018), and that they cannot be trusted (Kelly, 2003). However, our results show that support based on power relationships and attempts to enforce subordination have little chance of success, deepening the young people’s sense of generalised distrust.…”

Section: Discussionmentioning

confidence: 99%

Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories

Tomaszewska-Pękała

Marchlik

Wrona

2019

European Educational Research Journal

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The theoretical framework of the paper combines the notions of school disengagement and educational trajectories. Our current research has demonstrated that several trajectories of school disengagement can be distinguished: unanticipated crisis, parabola, downward spiral, boomerang, resilient route, shading out. The text focuses on two trajectory types – the parabola, when youngsters facing increasing school disengagement are provided with substantial support and their trajectory changes its direction, and the downward spiral, which despite the support leads to further school disengagement and school leaving. Analysing the educational biographies of students from secondary schools in Warsaw, we focus on their perceptions of the support provided by different formal and informal sources. Investigating the protective factors and successful interventions might thus be useful in fostering the educational success of youth at risk. An analysis of the trajectories might be treated as guidance as to how to offset the negative impact of social and educational inequalities and hence to reverse the negative direction in one’s educational trajectory. The text is based on qualitative analysis of data obtained within an international research project: individual semi-structured interviews with Polish students at risk of early school leaving and youngsters who left school early.

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Section: Discussionmentioning

confidence: 99%

Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories

Tomaszewska-Pękała

Marchlik

Wrona

2019

European Educational Research Journal

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“…Certainly the reasons behind these processes do not lie solely at the institutional level, as showed by the interviewees, who often seem to be ‘piling up problems before the actual dropout decision is taken’ (De Witte and Cabus, 2013: 156). Since individual factors have been widely explored by research on early school leavers (Nada et al, 2018), in this paper we primarily focused on school-level factors and their influence in young people’s decision to leave or continue in education. A number of risk factors that may lead students towards early school leaving were identified, as well as some protective factors.…”

Section: Insights From Young Adults’ Experiences To Rethink School Acmentioning

confidence: 99%

“…Concerns about the individual and social consequences for those who are not in the educational system, or those who have left it before achieving the essential knowledge and skills for full participation in society, have therefore been at the heart of recent European political debates (Gillies and Mifsud, 2016; Lamb et al, 2011; Van Praag et al, 2017). The need to effectively address educational inequalities and the processes of school disengagement has become a public priority (Alexander et al, 2001; Álvares and Calado, 2014; European Commission, 2013; Eurydice, 2014; Nada et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…However, less attention has been paid to the way in which the effectiveness of these measures is largely dependent on young adults’ participation (Crul and Keskiner, 2017; Nada et al, 2018), even though the value of listening to young adults’ voices about their school experiences has been emphasised in past decades (Fielding and Bragg, 2003). Following a Bernsteinian line of thought, Arnot et al (2004) propose the concept of voice, built on emancipatory critical traditions, which recognises young people as key stakeholders in education, and emphasises the need to incorporate their voices in the analysis of their life contexts.…”

Section: Introductionmentioning

confidence: 99%

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What do young adults’ educational experiences tell us about Early School Leaving processes?

Santos

Nada

Macedo

et al. 2020

European Educational Research Journal

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What leads young people to disengage and leave school early? This paper focuses on young adults’ educational trajectories, with the objective of identifying useful insights for improving school measures and strategies against early school leaving and school disengagement. Specifically, it draws upon an empirical study with young adults from the north of Portugal. Longitudinal bio-interviews took place with young men and women, aged 17 to 24, who were enrolled in secondary education at mainstream schools or in alternative learning contexts or who were early school leavers. A set of critical moments and circumstances were identified as turning points in the young adults’ descriptions of their school trajectories, revealing both obstacles and incentives to continue studying. Based on these narratives, the study identifies some risk and protective factors for early school leaving and makes suggestions about how to improve school-based measures to prevent school disengagement. Some key recommendations for schools include: increased support mechanisms during educational transitions; a firm stance on bullying and the creation of violence-free and secure learning environments; enhancing socio-emotional support and encouraging the emergence of relationships of care; and providing meaningful education by ensuring the school content is aligned with students’ motivations and needs.

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“…El análisis de las medidas enfatizó la necesidad de tener en cuenta las voces de las y los jóvenes para alentar su participación (en línea con Nada, Santos, Macedo, & Araújo, 2018). El hecho de que una de ellas, por ejemplo, esté fuertemente arraigado en su historia familiar y regional, ha hecho que la medida sea particularmente interesante para un grupo particular de jóvenes que sienten esta historia reflejada en la medida, aunque esta también incorpore el límite del deseo y del sueño, más allá de la reproducción de estas historias.…”

Section: Líneas Conclusivasunclassified

Visiones de jóvenes sobre su participación en medidas educativas en el Norte de Portugal: entre desafíos y oportunidades: entre desafíos y oportunidades

Macedo

Santos

Doroftei

et al. 2020

ESXXI

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Este artículo se centra en la participación de jóvenes, como dimensión crucial de su ciudadanía, en el contexto educativo, después de casi veinte años del reconocimiento de la juventud como grupo social distinto de los niños, en la Unión Europea. Las y los jóvenes son ahora reconocidos por sus especificidades y derechos como ciudadanas y ciudadanos europeos, con un papel crucial en la construcción de Europa. Argumentamos a favor del ejercicio de la ciudadanía educativa por las y los jóvenes. Con estos supuestos, ellas e ellos son consultados sobre las razones de su participación en una medida educativa de intervención, en la escuela, y una medida de compensación en un centro de formación/ entrenamiento, en la lucha contra el abandono escolar prematuro. Estas medidas se produjeron en conjunción con las preocupaciones europeas sobre la educación. La investigación se llevó a cabo en el marco del proyecto internacional RESL.eu, en cuatro instituciones muy distintas. La escuela de educación regular científica humanista pertenece a un grupo escolar, desde el jardín de infancia hasta el 12º grado, en un área de intervención prioritaria educativa cubierta por el programa nacional TEIP; y el centro de formación/ entrenamiento es en el campo de la madera y los muebles. Ambas las instituciones están ubicadas en el Norte de Portugal, la primera en una zona urbana y la segunda en una zona industrial. This article explores the participation of young citizens in educational contexts when almost twenty years have passed since the European Union recognized them as a social group different from children. Young people are now considered to have specificities and rights as European citizens, with a crucial role in the building of Europe. This article argues in favor of the exertion of educational citizenship by young people. Within this framework, young men and women were enquired on the reasons for their participation in an educational intervention measure, in a school, and a compensation measure in a training center, with a view to addressing early school leaving. Biographical interviews were conducted in two distinct longitudinal phases. The measures were designed along the educational lines defined by Europe. The research was carried out within the framework of the international RESL.eu project, in four very different institutions. The school which took part in the research included teaching from kindergarten through to Grade 12, in an area of priority educational intervention covered by the national TEIP program. The training center had to do with the field of wood and furniture. Both institutions are located in the North of Portugal, in an urban and an industrial area, respectively.

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Can mainstream and alternative education learn from each other? An analysis of measures against school dropout and early school leaving in Portugal

Cited by 20 publications

References 30 publications

Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories

Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories

What do young adults’ educational experiences tell us about Early School Leaving processes?

Visiones de jóvenes sobre su participación en medidas educativas en el Norte de Portugal: entre desafíos y oportunidades: entre desafíos y oportunidades

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