Forging an identity over the life-course

Spiteri, Damian

doi:10.1080/13632750903073541

Cited by 8 publications

(11 citation statements)

References 4 publications

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“…This 'joke' shows that, for certain students, the home is likely to offer a certain degree of formality and is also likely to be associated with certain particular norms, behaviours and expectations. Having said this, a certain degree of ambivalence about parental roles is common among young adults who have to negotiate their manner of relating to their parents as they start interacting in increasingly 'adult' ways, with all the challenges that this process brings (Spiteri 2009). …”

Section: The Home Background In a Maltese Context In The Students' Livesmentioning

confidence: 96%

Student interactions at a college canteen: a critical perspective

Spiteri

2014

Ethnography and Education

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Much has been written about the style of lecturing that is adopted by lecturers in institutions of further and higher education. However, little has been written about interactions that take place in the informal settings of college and university campuses. Using an ethnographic approach, this paper presents an exploration of how students at the Malta College of Arts, Science and Technology (MCAST), a post-secondary vocational college in Malta, further enable themselves to progress through a programme of studies by interacting at the college canteen. By employing an ethnographic methodology, based on participant-observation and unstructured spontaneous interviewing, the study explores, in a holistic way, different ways that students at MCAST experience student life and use the canteen as a space to give added meaning to the time they spend in this educational setting.

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Section: The Home Background In a Maltese Context In The Students' Livesmentioning

confidence: 96%

Student interactions at a college canteen: a critical perspective

Spiteri

2014

Ethnography and Education

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“…For example, they warmed to those teachers that showed them care and understanding, and when they were given a second chance such as going to another school that addressed their needs, they developed a more positive view of school and learning, which in turn led to more positive view of themselves and their abilities (Cefai & Cooper, 2009). Spiteri (2009) carried out a small-scale piece of qualitative research in Malta, which made use of a grounded theory methodology and explored the way in which attending an SEBD school had impacted on the self-perceptions of five young people as adults.…”

Section: A Shift In Focus From Risk To Resilience: a Strength-based A...mentioning

confidence: 99%

“…Within the literature reviewed, various theoretical approaches have been applied to account for SEBD as a phenomenon. Significantly one of the participants in Spiteri's (2009) research described a point in time at which his focus shifted from where he had come from to where he was going. Spiteri (2009) suggests that by shifting his focus from the past to the present and the future, this man allowed himself to 'look at his identity through a different lens, no longer seeing himself as a victim of unfortunate circumstances' (Spiteri, 2009, p.245).…”

Section: The Need For a Future-focusmentioning

confidence: 99%

The stories young people with social, emotional and behavioural difficulties (SEBD) tell about their futures

Tellis-James¹,

Fox²

2017

Using Qualitative Research to Hear the Voice of Children and Young People

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A number of psychological perspectives have been offered to account for social, emotional, behavioural difficulties (SEBD) and the legislation and sociocultural context continues to depict a rather concerning trajectory for this group of young people. It appears that the views of children and young people with SEBD are discussed at length, but researched relatively little. Research that has sought their views has been predominantly retrospective in focus, with very little research encouraging them to look towards the future. In the small body of research that has asked young people with SEBD about the future, the psychological concept of 'possible selves' has been applied. The findings suggest that young people with SEBD lack agency, and are more pessimistic about their futures compared with their mainstream peers.The current research drew on positive psychology in order to extend the literature and offer a more useful and optimistic way of conceptualising SEBD. Positive psychology places emphasis on: the future, strengths, resources and potential, and suggests that negative experiences can build positive qualities. It is therefore in direct opposition to the research. Finally, special thanks to the young people who, by agreeing to share their stories, made this research possible.

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“…Many also described experiencing a renewed sense of agency in relation to their ability to learn. Spiteri (2009) concludes that an alternative provision provided his participants with 'access to discourses that enabled them to interpret the world differently'.…”

Section: Feelings Of Agency In Relation To Their Learningmentioning

confidence: 99%

“…They suggest that young people with SEBD 'become victim to a system that labels them as failures, and does not provide the academic, social or emotional support that they need' (Cefai & Cooper, 2009, p.48-49). More recently researchers have started to explore what helps young people with SEBD (Spiteri 2009, O'Riordan 2011. However, the vast majority of this research asks participants to look back at earlier school experiences.…”

Section: The Rest Of the Tapestry Is Not Determined By What Has Been mentioning

confidence: 99%