The perspectives of 'disengaged' students in the 14–19 phase on motivations and barriers to learning within the contexts of institutions and classrooms. (1st July 2013)

• Record Type: Journal Article
• Authors: Duffy, Gavin; Elwood, Jannette
• Is Part Of: London review of education. Volume 11:Number 2(2013)
• Page Start: 112
• Page End: 126
• Publication Date: 2013-07-01
• Subjects: STUDENT ENGAGEMENT -- EDUCATIONAL DISENGAGEMENT -- EDUCATION REFORMS -- STUDENT-TEACHER RELATIONSHIPS -- CLASSROOM CONTEXTS; Education -- Research -- Periodicals; 370.05
• DOI: 10.1080/14748460.2013.799808
• Languages: English
• ISSNs: 1474-8460

Abstract

Abstract : In addressing educational disengagement, government policy in England focuses primarily on raising the age of educational participation, promoting vocationalism and directing resources at the population of young people not engaged in any education, employment or training (NEETs). However, 'disengagement' is a more fluid and dynamic concept than policy allows for and is visible within a wide range of students, even those deemed to be engaged by their presence in education and educational settings. This paper presents students' accounts of their educational experiences which suggest that the context of the classroom, student–teacher relationships, peer relationships and pedagogical methods used in classrooms are salient factors in understanding engagement.