ebook ebooks e-book e-books downloaden bei MyEbooks.ch downloaden

Belonging, Identity, Time and Young People's Engagement in the Middle Years of School

:	Seth Brown, Peter Kelly, Scott K. Phillips
:	Belonging, Identity, Time and Young People's Engagement in the Middle Years of School
:	Palgrave Pivot
:	9783030523022
:	1
:	CHF 48.40
:

:	Bildungswesen
:	English

:	160
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

This book explores the complex ways in which belonging, identity and time are entangled in shaping young people engagement with the middle years of school. The authors argue that these 'entanglements' need to be understood in ways that move beyond a focus on why individual young people engage with the middle years. Instead, there should be a focus on the socio-ecologies of particular places, and the ways in which these ecologies shape the possibilities of young people engaging productively in the middle years. Drawing on extensive qualitative data from an outer-urban metropolitan context, this book will appeal to scholars of sociology, education and policy studies.

Seth Brown is Lecturer in the School of Education at RMIT University, Australia. His research expertise lies in socio-cultural studies of education and sport in the context of wider social and cultural change.

&n sp;

Peter Kelly is Professor of Education at RMIT University, Australia. His research interests include a critical engagement with young people's well-being, and resilience and enterprise in the Anthropocene.

Scott K. Phillips is Director at Kershaw Phillips Consulting. He works with companies, governments and communities to research and understand young people's needs. He has published in the fields of youth policy, multicultural drugs education in schools, and community ethnography.

br>

	Acknowledgements	6
	Contents	7
	Chapter 1: Introduction	8
	Maranguka (‘caring for others’)	8
	The Middle Years of Schooling: Challenges and Opportunities	13
	The Whittlesea Youth Commitment and Socio-ecological Models of Young People’s Well-being, Resilience and Enterprise: A Pilot Intervention to Promote Young People’s Engagement in the Middle Years	20
	Participants	26
	Stories of Identity, Belonging and Time	29
	References	30
	Chapter 2: Identity	33
	Introduction	33
	Identity: Becoming Somebody in Whittlesea	35
	Place	35
	Family	40
	Institutionalised Identities	47
	Discussion: Embodied, Truly Networked, Posthuman Identities	49
	Wild and Tame Zones	51
	The Self as Enterprise	54
	Nomad Selves	61
	References	64
	Chapter 3: Belonging	69
	Introduction	69
	The Challenges for Young People in Belonging in Whittlesea Schools	71
	School Culture	71
	School Networks	78
	Resilience	82
	Discussion: From Risk to Resilience and the Trouble with Belonging	85
	The Trouble with Belonging	86
	From Risk to Resilience	91
	Gender, Well-being and Resilience	94
	Age, Well-being and Resilience	94
	Education/Employment Status, Well-being and Resilience	95
	Household Composition, Well-being and Resilience	95
	Household Income, Well-being and Resilience	95
	Social Support, Well-being and Resilience	96
	References	100
	Chapter 4: Time	104
	Introduction	104
	The Character of Time in Whittlesea	106
	Institutionalised Time	107
	Embodied Time	110
	Discussion: Engagement and the Ambiguities of Metaphorical, Material and Institutional Time	114
	Quality Time	114
	Institutionalised Time	118
	Disciplinary Time	121
	References	128
	Chapter 5: Conclusions	130
	Storytelling	131
	Scott’s Conclusions	132
	Seeing Through Listening	132
	Resonances	133
	Back to ‘Maranguka’: And Beyond	135
	Seth’s Conclusions	136
	The Promise of Education	136
	The Precariat	137
	The United Nations Sustainable Development Goals (SDGs)	139
	Nomad Subjectivity and Affirmative Ethics	141
	Peter’s Conclusions	143
	Complexities	143
	Entanglements	145
	Crisis and Disruption	148
	References	151
	Index	155