Vulnerability: The role of schools in supporting young people exposed to challenging environments and situations

Tucker, Stanley; Trotman, Dave; Martyn, Madeline

doi:10.1016/j.ijedudev.2014.09.005

Cited by 9 publications

(4 citation statements)

References 9 publications

(6 reference statements)

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“…However, despite of the differences that underline the characters of public educational systems in different contexts, research suggests some common guidelines that education should focus on when aiming to prevent the attraction of violent ideologies and increasing social interaction within societies. These include, for example, the enhancement of young people's resilience towards extremist ways of thinking by providing them with various types of content knowledge concerning international rights and agreements (e.g., Davies 2016), different worldviews and religions (e.g., Author, various dates), as well as by providing the young people with positive, inclusive experiences of the schools as a safe social place (e.g., Skovdal and Campbell 2015;Tucker et al 2015). However, recent experiences have shown that implementation of educational prevention agendas is in many ways a complex task, as execution of their goals may take many forms (e.g., Ghosh et al 2016) depending on the ethos and aims of national education.…”

Section: Addressing Violent Extremism In Educationmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

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The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of perspectives through the intensified presence of global social media networks. In many countries, governments have reacted to these perceived and actual threats by drafting policies and preventive programs and legal-security interventions to tackle radicalization, terrorism itself, as well as ideological extremism. Many of the current strategies point to the critical role of societal education. As a result, educational institutions have gained growing importance as platforms for different kinds of prevention protocols or counter-terrorism strategies. However, notably less attention has been paid on the consistencies of values between the aims of the educational strategies for preventing or countering ideological extremism and the core functions of education in fostering individual and societal well-being and growth. Using Finnish education as a case, this paper discusses the challenges and possibilities related to educational institutions as spaces for preventing violent extremism, with special regard to the religious and nationalistic ideologies that divert from those inherent in the national hegemony. This study highlights the need to plan counter-terrorism strategies in line with national educational policies through what we conceptualize as ‘institutional habitus’.

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Section: Addressing Violent Extremism In Educationmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

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“…However, although family consent was needed to undertake an assessment unless it was a safeguarding case, in practice this tended to translate into parents' or carers' consent. While some practitioners sought and recorded the views of young people, there were no formal or consistent procedures for doing this, and in many cases opportunities were missed to give children and young people the voice that allows them to determine their own interventions and align them to their needs more effectively (Tucker, Trotman, & Martyn, 2015;Wenham, 2016). In addition, schools' tendency to focus on the individual child, rather than the family, proved difficult to shift in some cases and underlined the fact that ambitious programmes of this kind need to be given time to embed and gradually change ways of working.…”

Section: Building Relationships With Families and Involving Them In Dmentioning

confidence: 99%

Vulnerable Children, Young People, and Families: Policy, Practice, and Social Justice in England and Scotland

Jopling

Vincent

2020

Handbook on Promoting Social Justice in Education

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This chapter begins by highlighting the rise of vulnerability as a term in social policy, and the three-level approach that is used to examine it. The first level is definitional, examining the possibility of defining vulnerability and vulnerabilities through a consideration of relevant literature and a number of recent policy documents. The second looks at how policy developments in Scotland and England have diverged, particularly since 2010, and how vulnerability has become more central to education policy in England. The third level focuses on practice, presenting research undertaken by authors into a programme developed to support vulnerable children, young people, and families in Northern England as a case study exemplifying some of the factors affecting the effectiveness of

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“…Despite their emphasis on co-production and close partnership with families, both programmes struggled to achieve the "co-configuration" (Warmington et al 2004: 4) in which "ongoing customisation of services is achieved through dynamic, reciprocal relationships between providers and clients". The failure to move forward in allowing families, including children and young people, to have a voice in their own support (Tucker et al 2015) may be a consequence of the rhetoric of blame that has blighted policies such as the troubled families programme, although "co-production" (as co-configuration tends now to be termed) remains much more common in adult social care services than in children's services, despite advances in many areas. In particular, young people are rarely listened to or involved in decisions about support that is designed to improve their well-being and promote resilience.…”

Section: Conclusion: Implications For Improving Vulnerable Families' ...mentioning

confidence: 99%

Childhood Well-Being and Resilience

2020

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This chapter examines two innovative programmes aimed at improving support and provision for vulnerable families, and promoting their well-being and resilience. It focuses on the benefits, tensions and challenges associated with the inter-agency collaboration, which was central to the two programmes and, arguably, all effective support for vulnerable children, young people and families. After a brief discussion of the term "vulnerable" and inter-agency collaboration, we focus on what our research into the programmes told us about how education and social work professionals collaborate both with each other and (less commonly) with the families with whom they work, both of which are relatively unexplored areas.

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Vulnerability: The role of schools in supporting young people exposed to challenging environments and situations

Cited by 9 publications

References 9 publications

How and Why Education Counters Ideological Extremism in Finland

How and Why Education Counters Ideological Extremism in Finland

Vulnerable Children, Young People, and Families: Policy, Practice, and Social Justice in England and Scotland

Childhood Well-Being and Resilience

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