Framing Narratives: Youth and Schooling, Silencing and Dissent

Abstract

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

Developing an equalities literacy for practitioners working with children, young people and families through action research

“…There are 15 study programmes available, three in a general programme leading to higher education and 12 in the vocational studies. The latter is known as the '2+2 model', comprising two years in school and two years of apprenticeship (Bunting and Moshuus, 2017b). Students can also go from the apprenticeship system to complete a general academic course, extending their schooling to a third year and enabling them to access higher education (Markussen, Frøseth, & Sandberg, 2011).…”

Sted, trivsel og skoleavbrudd - individuelle og strukturelle mekanismer i skolen synliggjort gjennom ungdoms fortellinger

“…Frafall kan forstås som en mediert relasjonell prosess som utvikler seg over tid mellom individuelle og strukturelle faktorer (Bunting & Moshuus 2017a;Nielsen & Tanggaard 2015;Tanggaard 2013;Grønborg 2015). Ungdoms fortellinger om sted kan hjelpe oss til å få bedre innsikt i hvordan denne prosessen mellom det individuelle og det strukturelle utvikles og hvordan forandring og kontinuitet påvirker ulike hverdagspraksiser.…”

Three Types of Tightrope Dance in the Comeback Process

“…In another paper (Bunting & Moshuus, 2017b), we elaborate on the perspective of Michelle Fine (1991) to explore the importance of young people's interactions outside school in understanding why some end up completely disengaged from school. Here again, it becomes clear how re-entering school demands quite distinct balancing acts, depending on the student's circumstances outside school.…”