Time-space paths and the experiences of vulnerable young people in alternative educational settings

Helen Stokes, Sanna Aaltonen

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

Sammanfattning

We use the concept of time–space paths (Gordon, Holland andLahelma2000) to explore how young people negotiatemanageable educational pathways and experience educationalengagement in alternative educational settings. For many youngpeople in alternative settings, tight time–space paths (e.g.attending school on time) led to their disengagement frommainstream school settings, as mainstream schools did notaccommodate the lives and needs of these young people. Wedraw on interviews with young people in alternative educationalsettings in Finland and Australia. We extend the discussion to twoalternative time–space paths to explore how young people inalternative educational settings, while expressing a like and needfor looser time–space paths to accommodate their difficult lifecircumstances, still need aspects of tight time–space paths toengage with education. We discuss strategies used in thealternative educational settings that enable the young people todevelop a rhythm within their own time–space paths and a senseof agency and control in their learning environment. Thesestrategies enabled communication and the development ofpositive relationships with teachers that led to a sense ofbelonging and their engagement with education.
Originalspråkengelska
TidskriftInternational Journal of Inclusive Education
Antal sidor15
ISSN1360-3116
DOI
StatusPublicerad - 30 okt. 2021
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 516 Pedagogik

Citera det här