Youth perspectives: schooling, capabilities frameworks and human rights

Interviews with 14-19 year olds in England and Wales are analysed to explore young people's perceptions of the experience of school and of alternative settings for learning such as further education colleges or work-based learning. Many experience school as oppressive, suggesting a defeasance o...

Full description

Saved in:
Bibliographic Details
Published in:International journal of inclusive education 2009-09, Vol.13 (6), p.581-596
Main Authors: Lumby, Jacky, Morrison, Marlene
Format: Article
Language:English
Subjects:
Child Advocacy
Childhood Needs
Disadvantaged Youth
Educational Experience
England
Foreign Countries
Interest Research
Interviews
Social Justice
Student Attitudes
Student Experience
Student Interests
Wales
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Interviews with 14-19 year olds in England and Wales are analysed to explore young people's perceptions of the experience of school and of alternative settings for learning such as further education colleges or work-based learning. Many experience school as oppressive, suggesting a defeasance of their rights as human beings. The paper posits that conceptualisations of childhood, rather than offering protection, may lead to vulnerability, and that in secondary schools there are negative and disabling relationships between teachers and learners. If secondary pupils are conceived as vulnerable and marginalised, frameworks to address issues of social justice and inclusion for disadvantaged groups may be relevant. A capabilities approach to assuring the well-being of young people is explored as an alternative theory within which to evaluate schooling and to adjust relations between young people and staff.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603110801995920