an article by Naomi Rudoe (University of Westminster) published in Critical Social Policy Volume 34 Number 3 (August 2014)
Abstract
As part of New Labour’s commitment to reducing social exclusion, their Teenage Pregnancy Strategy (1999–2010) aimed to reduce teenage conceptions in England and Wales and to increase the participation of young parents in education, employment and training.
The Coalition government, while discontinuing the Strategy, has increased the focus on early intervention, parenting and targeted support for ‘troubled families’.
This article examines teenage pregnancy and parenting policies in the context of an alternative educational setting for pregnant young women and mothers. Young women and staff in this setting held complex attitudes towards the Teenage Pregnancy Strategy and towards parenting interventions and ideas about ‘good’ motherhood.
The data demonstrate both resistance to and support for such policy interventions, as well as a contested and unstable notion of the ‘good mother’.
The article argues that parenting education needs to be sensitive towards structural inequalities and difficulties rather than purely focusing on behaviour change.
Showing posts with label alternative_education. Show all posts
Showing posts with label alternative_education. Show all posts
Monday, 12 January 2015
Wednesday, 20 March 2013
Towards a learning identity: young people becoming learners after leaving school
an article by Jane Higgins (AERU, Lincoln University, Lincoln, New Zealand) published in Research in Post-Compulsory Education Volume 18 Issue 1-2 (2013)
Abstract
This article explores the development of learning identities among 51 young New Zealanders who left school with few or no qualifications. Most experienced a period of time after leaving school when they were not in education, employment or training (known as NEET).
At the time of this research all had moved into a learning environment of some kind.
The development of learning identities involved the explicit rejection of their former NEET identities and was facilitated by aspects of their current learning environment, particularly relationships with tutors and fellow students and styles of learning that differed from their school experiences. Within this context the young people were able to think about crafting future pathways into further education and employment.
The article concludes with a discussion of current policy directions that attempt to reintegrate these young people into a school-like system, a process that may be unhelpful for them.
Abstract
This article explores the development of learning identities among 51 young New Zealanders who left school with few or no qualifications. Most experienced a period of time after leaving school when they were not in education, employment or training (known as NEET).
At the time of this research all had moved into a learning environment of some kind.
The development of learning identities involved the explicit rejection of their former NEET identities and was facilitated by aspects of their current learning environment, particularly relationships with tutors and fellow students and styles of learning that differed from their school experiences. Within this context the young people were able to think about crafting future pathways into further education and employment.
The article concludes with a discussion of current policy directions that attempt to reintegrate these young people into a school-like system, a process that may be unhelpful for them.
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