Mediated disaffection and reconfigured subjectivities: The impact of a vocational learning environment on the re-engagement of 14–16-year-olds

Allan, David (2015) Mediated disaffection and reconfigured subjectivities: The impact of a vocational learning environment on the re-engagement of 14–16-year-olds. International Journal on School Disaffection, 11 (2). pp. 45-65. ISSN 1478-8497

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Abstract

In England, one in three 11–16-year-olds is said to illustrate poor behaviour (Sodha and Guglielmi, 2009), while students at key stage 4 (14-16) who are not engaged in education are often identified as, or at risk of becoming, disaffected (McKendrick et al., 2007). This paper explores the impact of a vocational learning environment on disaffected 14–16-year-old girls’ cognition. Through a series of semi-structured interviews, data are obtained in relation to the cognitive processes that motivate attitude to learning and engagement with a learning environment. Of particular relevance is the impact on: reflection, self-awareness, subjectivity and metacognitive functioning. Disaffected female students are seen to develop greater self-insight and objectivity as a result of their engagement in an alternative learning environment. It is thus argued that disaffection with learning may be reduced through a temporary removal from the problematic environment (school), although this can perpetuate poor perceptions of schooling.

Item Type: Article
Subjects: L Education > L Education (General)
L Education > LC Special aspects of education
Divisions: Education
Date Deposited: 11 Mar 2016 11:30
URI: http://repository.edgehill.ac.uk/id/eprint/7234

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