The complexity of disengagement with education and learning: A case study of young offenders in a secure custodial setting in England

Shafi, Adeela (2019) The complexity of disengagement with education and learning: A case study of young offenders in a secure custodial setting in England. Journal of Education for Students Placed at Risk. ISSN 1082-4669 (In Press)

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Abstract

This study explored the nature of disengagement in young people serving custodial sentences. This was in order to gain new theoretical insights into strategies for their re-engagement with education. This is because 90% of young offenders who drop out of school prior to incarceration are reportedly disengaged (dropout being an indicator of disengagement). This paper reports on a qualitative ethnographic case study in one secure children’s home in England. Semi-structured interviews with 16 incarcerated young people were conducted from which five participated in in-depth case studies along with teachers and care staff. Data were collected as participants engaged with a learning opportunity over a period of time. Extending emerging theory of disengagement, findings showed that disengagement oscillated between both active and passive forms within the same individual and pointed to the need for a range of strategies needed for re-engagement. This paper suggests that disengagement is complex where the physical and social context shapes how disengagement manifests. This has pedagogical implications for education in custodial settings and other at-risk children in alternative or mainstream education provision.

Item Type: Article
Article Type: Article
Uncontrolled Keywords: Young offenders; Students at-risk; Education; Disengagement; Engagement, education
Subjects: L Education > L Education (General)
L Education > LC Special aspects of education
Divisions: Schools and Research Institutes > School of Education > Early Years and Education Studies
Research Priority Areas: Learning and Professional Contexts
Depositing User: Anne Pengelly
Date Deposited: 10 May 2019 16:04
Last Modified: 11 Jun 2019 10:30
URI: http://eprints.glos.ac.uk/id/eprint/6832

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