Surviving permanent exclusion, returning to education : exploration of three young women's stories of redemption, resignation and reconciliation

The outcomes for children and young people (YP) who have been permanently excluded from school are bleak, few return to education. Stories of those excluded are primarily negative and focus on the exclusion event. This research focuses on the stories of YP who have returned to education following pe...

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Main Author: Jones, Suzanne
Other Authors: Fogg, Penny
Published: University of Sheffield 2018
Subjects:
370
Online Access:https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.749520
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spelling ndltd-bl.uk-oai-ethos.bl.uk-7495202019-03-05T16:01:57ZSurviving permanent exclusion, returning to education : exploration of three young women's stories of redemption, resignation and reconciliationJones, SuzanneFogg, Penny2018The outcomes for children and young people (YP) who have been permanently excluded from school are bleak, few return to education. Stories of those excluded are primarily negative and focus on the exclusion event. This research focuses on the stories of YP who have returned to education following permanent exclusion from school and explores how they understood, experienced and relayed their stories. Three young women’s narratives were gathered through unstructured interviews, their stories were taken back for further information gathering, exploration and deconstruction of terminology/phraseology where possible. A final meeting was arranged to take back and re-present their stories through drawn representation. The stories were analysed for content and function and found to present three differing typologies of redemption, reconciliation and resignation. Themes, event narratives and meta-narratives/discourses were identified and explored within the stories, including what helped/hindered the participants in accessing education. Commonalties identified across all three stories include descriptions of their actions as ‘naughty’/’good’, personal responsibility/blame for exclusion, a want for education, descriptions of growing up, family and peer influences and educational practices and discourses. The findings are analysed against previous literature and potential implications for child and educational psychologists are discussed.370University of Sheffieldhttps://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.749520http://etheses.whiterose.ac.uk/21175/Electronic Thesis or Dissertation
collection NDLTD
sources NDLTD
topic 370
spellingShingle 370
Jones, Suzanne
Surviving permanent exclusion, returning to education : exploration of three young women's stories of redemption, resignation and reconciliation
description The outcomes for children and young people (YP) who have been permanently excluded from school are bleak, few return to education. Stories of those excluded are primarily negative and focus on the exclusion event. This research focuses on the stories of YP who have returned to education following permanent exclusion from school and explores how they understood, experienced and relayed their stories. Three young women’s narratives were gathered through unstructured interviews, their stories were taken back for further information gathering, exploration and deconstruction of terminology/phraseology where possible. A final meeting was arranged to take back and re-present their stories through drawn representation. The stories were analysed for content and function and found to present three differing typologies of redemption, reconciliation and resignation. Themes, event narratives and meta-narratives/discourses were identified and explored within the stories, including what helped/hindered the participants in accessing education. Commonalties identified across all three stories include descriptions of their actions as ‘naughty’/’good’, personal responsibility/blame for exclusion, a want for education, descriptions of growing up, family and peer influences and educational practices and discourses. The findings are analysed against previous literature and potential implications for child and educational psychologists are discussed.
author2 Fogg, Penny
author_facet Fogg, Penny
Jones, Suzanne
author Jones, Suzanne
author_sort Jones, Suzanne
title Surviving permanent exclusion, returning to education : exploration of three young women's stories of redemption, resignation and reconciliation
title_short Surviving permanent exclusion, returning to education : exploration of three young women's stories of redemption, resignation and reconciliation
title_full Surviving permanent exclusion, returning to education : exploration of three young women's stories of redemption, resignation and reconciliation
title_fullStr Surviving permanent exclusion, returning to education : exploration of three young women's stories of redemption, resignation and reconciliation
title_full_unstemmed Surviving permanent exclusion, returning to education : exploration of three young women's stories of redemption, resignation and reconciliation
title_sort surviving permanent exclusion, returning to education : exploration of three young women's stories of redemption, resignation and reconciliation
publisher University of Sheffield
publishDate 2018
url https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.749520
work_keys_str_mv AT jonessuzanne survivingpermanentexclusionreturningtoeducationexplorationofthreeyoungwomensstoriesofredemptionresignationandreconciliation
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