Poetic inquiry: Understanding youth on the margins of education

by Anne Görlich
in International Journal of Qualitative Studies in Education (2015)

The article argues that poetic inquiry is a valuable method for producing knowledge that complements current research into 'what works' in reintegrating young people into secondary education. By use of poetic examples the article demonstrates how the young people have pronounced experiences of deficiency, uncertainty, failure, but also of hope, certainty and belonging.

Educational trust: relational and structural perspectives on young people on the margins of the education system

by Noemi Katznelson and Anne Görlich
in Educational Research (2015)

The study argues for a shift in focus away from an individual perspective on young people on the margins of education and towards a relational perspective that takes the social environment and the education system into account. The study identifies three overall components of educational trust: (1) social security and recognition, (2) flexibility in structures and (3) progression in skills. The concept of educational trust, it is suggested, creates a shift in focus from the individual young person to the role and function of the education system in aiming to reach the target of more young people completing education.

Rethinking motivational challenges amongst young adults on the margin

by  Noemi Katznelson
in Journal of Youth Studies (2016) 

This article is concerned with how motivation to take an education can be stimulated in young adults who are on the margins of the labour market and educational system. The article presents a model with five motivational orientations suggesting a new perspective on re-motivating young adults on the margin of the labour market and educational system. It also discusses the challenges connected to promoting a focus on motivation at a time when the liberalization of education is increasingly central to the welfare state strategy.

 Stories from the margins of the educational system

by Mette Pless
in Journal of Youth Stories (2013)

The main focus of the article is the relationship between the subjective narratives of young people and dominant political storylines on education. The article asks how political storylines on education can be traced in young people's narratives, and if and how they affect the narratives and transitional processes of the young people in question. It also argues that the normal transition, which is currently held up as the political ideal, risks further marginalizing of young people who are already on the periphery of the educational system.

Find other publications by The Danish Centre for Youth Research

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