Voices of Disaffection: Disengaged and disruptive youths or agents of change and self-empowerment?

Allan, David and Duckworth, Vicky (2018) Voices of Disaffection: Disengaged and disruptive youths or agents of change and self-empowerment? British Journal of Special Education, 45 (1). pp. 43-60. ISSN 1467-8578 DOI https://doi.org/10.1111/1467-8578.12201

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Abstract

This article presents findings from research conducted into school disaffection in the north of England. Bourdieu’s concept of capital is utilised to explore the perspectives of 14-16-year-old girls undertaking vocational learning as a strategy for re-engagement. Data emanate from semi-structured interviews in which social and linguistic capital in school is identified as a privileged feature of a select few. Thus, within the field of education, capital facilitates student empowerment, whereupon the lack of such can lead to marginalization, disaffection and, subsequently, disengagement. However, voice is presented as a powerful mechanism for challenging the existing inequities of compulsory schooling in England by validating unacknowledged capital, recognising agency, and thus facilitating the self-empowerment of disaffected young people. Schools are encouraged to rethink their political stance to consider the potentially detrimental impact of a discourse that validates the dominant sociocultural capital and empowers those students whose individual dispositions align with institutional practices

Item Type: Article
Uncontrolled Keywords: Bourdieu; student voice; disaffection; alternative learning environments; empowerment
Subjects: L Education > L Education (General)
Divisions: Education
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Date Deposited: 15 Aug 2017 11:25
URI: http://repository.edgehill.ac.uk/id/eprint/9369

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