ERIC Number: EJ1446329
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: EISSN-1469-3577
'There for Me': Learning from Young People about Challenges and Enablers to Continuing Education
Cambridge Journal of Education, v54 n5 p627-644 2024
Young people's perspectives are not always central to policy and practice in widening participation contexts. This article explores enablers and barriers to educational progression by considering factors that young people suggest influence how they envisage and act on their futures. The underpinning study asked students aged 12-23 in disadvantaged areas of northern England to think about their possible selves using creative methods to encourage dialogue, including an animation and board game co-designed with university students. The findings suggested that students' perceptions of their own futures are influenced by their experiences of being categorised or labelled, both in and out of school, as well as the quality of their relationships with adults and peers. The authors discuss how these factors tended to shape the young people's experiences of being at school, with a view to rethinking labelling and enabling participatory spaces that cultivate the intersecting relationships, influences, structures and self-belief that make a difference.
Descriptors: Foreign Countries, Secondary School Students, College Students, Disadvantaged Youth, Barriers, Student Attitudes, Labeling (of Persons), Student Participation, Interpersonal Relationship, Student Experience, Student Promotion
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A