The perspectives of ‘disengaged’ students in the 14–19 phase on motivations and barriers to learning within the contexts of institutions and classrooms

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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.

Original languageEnglish
Article number10.1080/14748460.2013.799808
Pages (from-to)112-126
Number of pages14
JournalLondon Review of Education
Volume11
Issue number2
DOIs
Publication statusPublished - 2013

Keywords

  • student engagement; educational disengagement; education reforms; student– teacher relationships; classroom contexts

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