Young peoples’ own stories about dropping out in Norway: An indirect qualitative approach

Bunting, Mette; Moshuus, Geir H.

doi:10.5617/adno.3182

Cited by 17 publications

(13 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although these young people present themselves as makers of their own stories, we see them struggling to find their balance in situations that are not of their making. In a forthcoming paper (Bunting & Moshuus, 2017a), we note the importance of the large research literature (cf. De Witte et al, 2013, Rumberger, 2011 reporting the large number of 'individual factors' and 'institutional factors' at play when young people abandon their schooling.…”

Section: The Shiveringmentioning

confidence: 99%

Three Types of Tightrope Dance in the Comeback Process

Bunting

Halvorsen

Moshuus

2017

IJRVET

Self Cite

View full text Add to dashboard Cite

Fewer than half of the young people attending vocational institutions in Norway complete their education within the allotted five years. Indeed, many of these students have non-linear paths to completion. However, it is not changes in the dropout rate that make this different from earlier generations but the expansion of formal education and the rise of the knowledge society and individualisation. The term “tightrope biographies” is used here to encapsulate why individualisation cannot be thought of in terms of choice, because today’s youth are often held accountable for their educational progression rather than this progression being viewed as dependent on institutional mechanisms. The present study characterises young people as “tightrope dancers” in their interactions with vocational schools. Selected data collected from ethnographic interviews during the ongoing longitudinal project Youth, Completion and Dropout in Telemark are used here to capture the voices of young people. These data focus on the non-linear educational careers of these youth when they re-enter schools and explore the stories they tell about dropping out and re-entering. These stories suggest that, to succeed, students need customised support throughout the process from school to the workplace and that many depend on this support. The study identifies three different ways of understanding these students as tightrope dancers trying to get back on track, characterising them as The Steady, The Shaky and The Shivering.

show abstract

Section: The Shiveringmentioning

confidence: 99%

Three Types of Tightrope Dance in the Comeback Process

Bunting

Halvorsen

Moshuus

2017

IJRVET

Self Cite

View full text Add to dashboard Cite

show abstract

“…I sin intervjustudie av ungdommer som får bistand fra NAV 3 og som ikke har ferdigstilt sitt videregående utdanningsløp, blir enkelthendelser som for eksempel manglende laerlingekontrakt eller ikke-bestått i ett fag, trukket frem som årsak for sitt skoleavbrudd. I sin analyse av avbruddsprosessene finner forskerne derfor, at det er sosialt medierte prosesser også utenfor skolen som må vektlegges for å forstå skoleavbrudd (Bunting & Moshuus, 2017).…”

Section: Innledningunclassified

Et kvalifisert utdanningsvalg for dagens ungdom: Resultater fra et innovasjons-samarbeid mellom en ungdomsskole, en videregående skole og en bedrift

Thun

Thøring

Øyum

2021

NJVET

View full text Add to dashboard Cite

The purpose of this article is to investigate how an innovative collaboration between one lower secondary school, upper secondary school and industrial company can contribute to a more informed educational choice (vocational vs. programme for specialisation in general studies) among today’s youths. Eight lower secondary school students, five upper secondary school students, one employee in the participating industrial company, one teacher from lower secondary school, one from upper secondary school together with the section leader for vocational education programme (upper secondary school) have been interviewed. Thematic analysis has been used to analyse the data. The theoretical perspectives undertaken are self-determination theory and social-cognitive theory. Findings highlight that the study’s innovative collaboration gives youths an essential insight into the future school- and work practices. During the collaboration, the youths learn about the competence needs for future work life, and gain knowledge about their own learning potentials. Practical experience, new ways of collaboration, work centred communication, engaging and challenging training situations, experience of meaning, together with responsibility taking for own and other’s learning contribute to a more qualified education choice. We find that the pupils in lower secondary school experienced this innovative collaborative practice to produce more autonomous than controlled motivation, and more positive outcomes in terms of both behavioural, cognitive and affective dimensions of learning, at school.

show abstract

“…This paper takes the form of second person action research as ideas and actions evolved through the collaborative work of the research team (Reason and McKardle, 2004). One illustrative youth narrative collected through an Indirect Approach (Bunting and Moshuus, 2017a;Moshuus & Eide, 2016) is used to illustrate the Equalities Literacy framework's ability to map socio-cultural in/equality.…”

Section: The Research Contextmentioning

confidence: 99%