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

Shafi, Adeela ORCID: 0000-0002-6265-5024 (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, 24 (4). pp. 323-345. doi:10.1080/10824669.2019.1613897

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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; REF2021
Subjects:	L Education > L Education (General) L Education > LC Special aspects of education
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
Depositing User:	Anne Pengelly
Date Deposited:	10 May 2019 16:04
Last Modified:	31 Aug 2023 08:43
URI:	https://eprints.glos.ac.uk/id/eprint/6832

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