Sortir par la fenêtre, rentrer par la porte. Comment aider les jeunes en décrochage à s’engager dans leur scolarité ?
In the French Community of Belgium, a significant number of young people are excluded from school each year. In the best cases, they may be welcomed by school attachment services. These services are responsible for bringing the young back to school after the first negative experience. The success of...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Ecole Nationale de Protection Judiciaire de la Jeunesse
2015-01-01
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| Series: | Sociétés et Jeunesses en Difficulté |
| Subjects: | |
| Online Access: | http://journals.openedition.org/sejed/7705 |
| Summary: | In the French Community of Belgium, a significant number of young people are excluded from school each year. In the best cases, they may be welcomed by school attachment services. These services are responsible for bringing the young back to school after the first negative experience. The success of this mission is hardly possible without the active involvement of the young in the project that is being proposed. But as the exclusion or school drop out can not be attributed solely to the action of the young, reinstatement in a school structure does not depend exclusively on the kid’s goodwill. Specific reception conditions and personalized attention within the School Attachment Services (SAS) favor a takeover of its educational trajectory by the young. This article explores how institutional conditions and actions in SAS allow the commitment of youth in a school project. We are particularly interested in how the institutional framework promotes the emergence or update personal resources and help the young to construct a new way of looking at education. This is to highlight the importance of establishing and providing devices for (re) insurance and self-projection. |
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| ISSN: | 1953-8375 |