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Early School Leaving in the European Union provides an analysis of
early school leaving (ESL) in nine European Union countries, with a
particular focus on young people who were previously enrolled in
educational institutions inside and outside mainstream secondary
education. The comparative approach employed by this volume adds to
the existing body of knowledge on ESL and develops an understanding
of how young people navigate through different educational systems.
Contributors acknowledge the importance of reconstructing
educational trajectories from the perspective of the individuals
involved and, as a result, the book includes data collected during
in-depth interviews, surveys, and insights from educational
professionals, policymakers and representatives from civil society
organisations. Adopting a classic tripartite approach, which
acknowledges the complex nature of ESL, the book addresses
individual, institutional and systemic factors. It identifies and
analyses the prevention, intervention and compensation measures
that can succeed in supporting young people's attainment, and
demonstrates how these can be used to reduce ESL. This unique book
will be highly relevant for academics, researchers and postgraduate
students, as well as educational practitioners. Drawing on the
insights provided by the authors, the book formulates policy
recommendations that should also be of interest for policymakers in
European countries and beyond.
Youth in Education explores the multiple, interrelated social
contexts that young people inhabit and navigate, and how
educational institutions cope with increasing ethnic, cultural and
ideological diversity. Schools, families and communities represent
important settings in which young people must make successful
transitions to adulthood, and the classroom often becomes a
battleground in which these contexts and values interact. With
contributions from the UK, Belgium, Germany and Canada, the
chapters in this book explore rich examples from Europe and North
America to suggest strategies that can help to counter negative
perceptions, processes of stigmatization and disengagement, instead
prioritising peer support and cooperative learning to give pupils a
renewed sense of worth. This book takes the growing ethno-cultural
diversity in education systems to heart and studies the various
related educational processes from a multidisciplinary and
multi-method approach. It aims to offer more insight into
underlying mechanisms that are often implicit, but can be important
factors that positively or negatively influence educational
trajectories and outcomes. It is essential reading for researchers,
academics and postgraduate students in the fields of education,
sociology, higher education, policy and politics, and social and
cultural geography.
'Equality' as an ideal has a long history, and while some progress
has obviously been made, the persistence of certain inequalities is
remarkable. In order to draw a detailed picture of equality's
nature, value, relevance, and scope, this book provides a
multidisciplinary analysis. Using a classic three part framework,
the book looks at the macro level (broader systemic, historical,
conceptual, societal and European level), the meso level (concrete
social institutions such as the labour market and the welfare
state) and the micro level of the individuals and their relations
and thoughts about equality (psychological reactions, cultural
depictions and sociological analyses). The chapters not only
provide an overview of the state of equality, but also identify
promising areas of future research, and will be of interest to
students and scholars across a number of fields including European
studies, history, law, political philosophy, psychology, sociology
and economics.
Early School Leaving in the European Union provides an analysis of
early school leaving (ESL) in nine European Union countries, with a
particular focus on young people who were previously enrolled in
educational institutions inside and outside mainstream secondary
education. The comparative approach employed by this volume adds to
the existing body of knowledge on ESL and develops an understanding
of how young people navigate through different educational systems.
Contributors acknowledge the importance of reconstructing
educational trajectories from the perspective of the individuals
involved and, as a result, the book includes data collected during
in-depth interviews, surveys, and insights from educational
professionals, policymakers and representatives from civil society
organisations. Adopting a classic tripartite approach, which
acknowledges the complex nature of ESL, the book addresses
individual, institutional and systemic factors. It identifies and
analyses the prevention, intervention and compensation measures
that can succeed in supporting young people's attainment, and
demonstrates how these can be used to reduce ESL. This unique book
will be highly relevant for academics, researchers and postgraduate
students, as well as educational practitioners. Drawing on the
insights provided by the authors, the book formulates policy
recommendations that should also be of interest for policymakers in
European countries and beyond.
Youth in Education explores the multiple, interrelated social
contexts that young people inhabit and navigate, and how
educational institutions cope with increasing ethnic, cultural and
ideological diversity. Schools, families and communities represent
important settings in which young people must make successful
transitions to adulthood, and the classroom often becomes a
battleground in which these contexts and values interact. With
contributions from the UK, Belgium, Germany and Canada, the
chapters in this book explore rich examples from Europe and North
America to suggest strategies that can help to counter negative
perceptions, processes of stigmatization and disengagement, instead
prioritising peer support and cooperative learning to give pupils a
renewed sense of worth. This book takes the growing ethno-cultural
diversity in education systems to heart and studies the various
related educational processes from a multidisciplinary and
multi-method approach. It aims to offer more insight into
underlying mechanisms that are often implicit, but can be important
factors that positively or negatively influence educational
trajectories and outcomes. It is essential reading for researchers,
academics and postgraduate students in the fields of education,
sociology, higher education, policy and politics, and social and
cultural geography.
'Equality' as an ideal has a long history, and while some progress
has obviously been made, the persistence of certain inequalities is
remarkable. In order to draw a detailed picture of equality's
nature, value, relevance, and scope, this book provides a
multidisciplinary analysis. Using a classic three part framework,
the book looks at the macro level (broader systemic, historical,
conceptual, societal and European level), the meso level (concrete
social institutions such as the labour market and the welfare
state) and the micro level of the individuals and their relations
and thoughts about equality (psychological reactions, cultural
depictions and sociological analyses). The chapters not only
provide an overview of the state of equality, but also identify
promising areas of future research, and will be of interest to
students and scholars across a number of fields including European
studies, history, law, political philosophy, psychology, sociology
and economics.
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