Abstract
structures has the potential to reinforce vulnerable young people’s antagonistic worldviews
(Harber, 2004; Deuchar, 2010). In turn, this type of socialisation can bolster young people’s
disconnection from mainstream society and their involvement in anti-social behaviour.
Hence, conventional wisdom tells us that the converse is also the case, and that active and
participative approaches to formal education can play a central role in encouraging prosocial
behaviour and discouraging a propensity towards social disaffection (Hayden et al.,
2007). In Scotland, the core components of the Getting It Right for Every Child (GIRFEC)
agenda focus on the need for inter-agency approaches to improving outcomes for young
people (Scottish Executive, 2006), and there has been an increasing recognition of the need
to draw upon the potential of youth work to re-engage disaffected young people
(Youthlink/LTS, 2009).
The current research sought to identify which factors within an informal education (youth
work) and schools partnership are critical in working with young people who have become
disengaged. The study focused on exploring the impact of a new educational intervention
that was introduced across 3 secondary schools within an area of social deprivation in
Glasgow. The intervention involved the introduction of an inter-agency partnership
between teachers and local youth workers. The programme was aimed specifically at a
small group of young people (aged 12-13) who had been identified as becoming increasingly
disaffected from formal education, and known to be involved in anti-social behaviour. Semistructured
interviews with the young people explored the perceived reasons underpinning
school exclusions and the extent to and ways in which young people participated in antisocial
behaviour both within and external to the school premises. Following the
intervention, young people were re-interviewed to ascertain the impact of the new
diversionary programme, the particular features and critical incidents that they viewed as
influential. The findings illustrate that the pupils particularly valued the informal
relationships they developed with youth workers, the active learning approaches they
implemented and the socially-relevant nature of the projects they studied. The paper will
explore the findings, present tentative conclusions and implications for future interprofessional
policy and practice.
| Original language | English |
|---|---|
| Publication status | Published - 2011 |
| Event | Scottish Educational Research Association 2011 - Stirling Highland Hotel, Stirling, United Kingdom Duration: 24 Oct 2011 → 25 Oct 2011 http://www.sera.ac.uk/documents/2011/Conference_booklet_2011_Revised_version_16_November_2011.pdf |
Conference
| Conference | Scottish Educational Research Association 2011 |
|---|---|
| Abbreviated title | SERA 2011 |
| Country | United Kingdom |
| City | Stirling |
| Period | 24/10/11 → 25/10/11 |
| Internet address |
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‘They don’t boss you about like teachers, they just act like they are equals …’ : The Impact of Schools / Youthwork Partnerships on Disengaged Young People. / Ellis, Jennifer; Deuchar, Ross.
2011. Paper presented at Scottish Educational Research Association 2011, Stirling, United Kingdom.Research output: Contribution to conference › Paper
TY - CONF
T1 - ‘They don’t boss you about like teachers, they just act like they are equals …’
T2 - The Impact of Schools / Youthwork Partnerships on Disengaged Young People
AU - Ellis, Jennifer
AU - Deuchar, Ross
PY - 2011
Y1 - 2011
N2 - It has been argued that school socialisation based upon the presence of authoritarianstructures has the potential to reinforce vulnerable young people’s antagonistic worldviews(Harber, 2004; Deuchar, 2010). In turn, this type of socialisation can bolster young people’sdisconnection from mainstream society and their involvement in anti-social behaviour.Hence, conventional wisdom tells us that the converse is also the case, and that active andparticipative approaches to formal education can play a central role in encouraging prosocialbehaviour and discouraging a propensity towards social disaffection (Hayden et al.,2007). In Scotland, the core components of the Getting It Right for Every Child (GIRFEC)agenda focus on the need for inter-agency approaches to improving outcomes for youngpeople (Scottish Executive, 2006), and there has been an increasing recognition of the needto draw upon the potential of youth work to re-engage disaffected young people(Youthlink/LTS, 2009).The current research sought to identify which factors within an informal education (youthwork) and schools partnership are critical in working with young people who have becomedisengaged. The study focused on exploring the impact of a new educational interventionthat was introduced across 3 secondary schools within an area of social deprivation inGlasgow. The intervention involved the introduction of an inter-agency partnershipbetween teachers and local youth workers. The programme was aimed specifically at asmall group of young people (aged 12-13) who had been identified as becoming increasinglydisaffected from formal education, and known to be involved in anti-social behaviour. Semistructuredinterviews with the young people explored the perceived reasons underpinningschool exclusions and the extent to and ways in which young people participated in antisocialbehaviour both within and external to the school premises. Following theintervention, young people were re-interviewed to ascertain the impact of the newdiversionary programme, the particular features and critical incidents that they viewed asinfluential. The findings illustrate that the pupils particularly valued the informalrelationships they developed with youth workers, the active learning approaches theyimplemented and the socially-relevant nature of the projects they studied. The paper willexplore the findings, present tentative conclusions and implications for future interprofessionalpolicy and practice.
AB - It has been argued that school socialisation based upon the presence of authoritarianstructures has the potential to reinforce vulnerable young people’s antagonistic worldviews(Harber, 2004; Deuchar, 2010). In turn, this type of socialisation can bolster young people’sdisconnection from mainstream society and their involvement in anti-social behaviour.Hence, conventional wisdom tells us that the converse is also the case, and that active andparticipative approaches to formal education can play a central role in encouraging prosocialbehaviour and discouraging a propensity towards social disaffection (Hayden et al.,2007). In Scotland, the core components of the Getting It Right for Every Child (GIRFEC)agenda focus on the need for inter-agency approaches to improving outcomes for youngpeople (Scottish Executive, 2006), and there has been an increasing recognition of the needto draw upon the potential of youth work to re-engage disaffected young people(Youthlink/LTS, 2009).The current research sought to identify which factors within an informal education (youthwork) and schools partnership are critical in working with young people who have becomedisengaged. The study focused on exploring the impact of a new educational interventionthat was introduced across 3 secondary schools within an area of social deprivation inGlasgow. The intervention involved the introduction of an inter-agency partnershipbetween teachers and local youth workers. The programme was aimed specifically at asmall group of young people (aged 12-13) who had been identified as becoming increasinglydisaffected from formal education, and known to be involved in anti-social behaviour. Semistructuredinterviews with the young people explored the perceived reasons underpinningschool exclusions and the extent to and ways in which young people participated in antisocialbehaviour both within and external to the school premises. Following theintervention, young people were re-interviewed to ascertain the impact of the newdiversionary programme, the particular features and critical incidents that they viewed asinfluential. The findings illustrate that the pupils particularly valued the informalrelationships they developed with youth workers, the active learning approaches theyimplemented and the socially-relevant nature of the projects they studied. The paper willexplore the findings, present tentative conclusions and implications for future interprofessionalpolicy and practice.
UR - http://www.sera.ac.uk/documents/2011/Conference_booklet_2011_Revised_version_16_November_2011.pdf
M3 - Paper
ER -