an article by Lu Guan Lingnan (Sun Yat-sen University, Guangzhou, People's Republic of China) and Michael Cole and Frank Worthington (University of Liverpool, UK) published in Studies in Higher Education
Volume 41, 2016 - Issue 12
Abstract
In this article, we consider the functions of students’ unions (SUs) through a UK case study.
First, a functional classification of educational representation; wider representation; delivery of commercial services and faciliating a student community is outlined.
Second, we specify a theoretical framework in terms of neo-liberalism and therapeutic ideas of education.
Third, we discuss recent SU functional changes.
Fourth, we interpret those changes through the theories outlined above.
Our contribution to scholarship is threefold; first we study the evolution of UK SUs. Second, we apply theory to interpret these changes. Third, we generate findings that could be applied to develop a comparative international literature.
Showing posts with label student_voice. Show all posts
Showing posts with label student_voice. Show all posts
Thursday, 9 February 2017
Thursday, 3 January 2013
Making ‘space’: young people put at a disadvantage re-engaging with learning
an article by John Smyth and Peter McInerney (University of Ballarat, Victoria, Australia) published in British Journal of Sociology of Education
Volume 34 Issue 1 (January 2013)
Abstract
Young people who disengage or disconnect from school are often demonised within the media and the wider public imagination, from a largely individualised and pathological positioning.
Policy explanations and responses are often unhelpful in their focus on a range of ‘deficit’ attributes – poverty, poor parenting, dysfunctional families, low familial achievement, aspiration and motivation, and other ‘at risk’ categories.
This paper offers a different explanatory framework that foregrounds the experiences of some young people who had disengaged from school and resumed learning under a very different set of conditions to the ones that had exiled them from schools in the first place.
Using a socio-spatial framework, the paper explores the notion of ‘relational space’ as it was appropriated and reclaimed by these young people, in explaining how they saw themselves as constructing viable and sustainable learning identities for themselves.
Abstract
Young people who disengage or disconnect from school are often demonised within the media and the wider public imagination, from a largely individualised and pathological positioning.
Policy explanations and responses are often unhelpful in their focus on a range of ‘deficit’ attributes – poverty, poor parenting, dysfunctional families, low familial achievement, aspiration and motivation, and other ‘at risk’ categories.
This paper offers a different explanatory framework that foregrounds the experiences of some young people who had disengaged from school and resumed learning under a very different set of conditions to the ones that had exiled them from schools in the first place.
Using a socio-spatial framework, the paper explores the notion of ‘relational space’ as it was appropriated and reclaimed by these young people, in explaining how they saw themselves as constructing viable and sustainable learning identities for themselves.
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