Publicação
The right to a second chance: lessons learned from the experience of early school leavers who returned to education
| Resumo: | Based on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people’s responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engage-ment from the point of view of a group of 20 Portuguese young early school leavers who later returned to school through Second Chance Education. Through a qualitative approach using individual in-depth interviews, participant observation and focus group, the study sought to offer a comprehensive reading of early school leaving and school re-engagement by address-ing the diversity of motivations, experiences, factors and consequences associated with them, as well as the role that educational policies and school factors can play in it. The study’s findings revealed that, for many socially and economically vulnerable youngsters, mainstream schools are places of individual failure and interpersonal conflict where they don’t feel wel-comed and from which they stop expecting positive outcomes. This favours a progressive disengagement from education that reinforces social marginalisation. However, the findings also showed that by engaging in second chance education projects, youngsters develop greater commitment to education and identify relevant positive changes in terms of personal and skills’ development, behavioural adjustment and establishment of life goals. According to the participants’ experiences, the holistic and individualised socio-pedagogical approach of such projects is particularly apt to respond to their needs. Community-based educational approaches, practical and participatory learning environments, and the emotional investment and support from teachers and staff are shown to be the most effective socio-educational features when trying to re-engage vulnerable young people in education. |
|---|---|
| Autores principais: | Martins, Filipe |
| Outros Autores: | Carneiro, Alexandra; Campos, Luísa; Ribeiro, Luisa Mota; Negrão, Mariana; Baptista, Isabel; Matos, Raquel |
| Assunto: | Early school leaving School engagement Second chance education Support relationships Social inclusion Abandono escolar precoce Envolvimento escolar Educação de segunda oportunidade Relações de suporte Inclusão social Abandono escolar temprano Participación escolar Educación de segunda oportunidade Relaciones de apoyo Inclusión social |
| Ano: | 2020 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Católica Portuguesa |
| Idioma: | inglês |
| Origem: | Veritati - Repositório Institucional da Universidade Católica Portuguesa |
| _version_ | 1866895451587870720 |
|---|---|
| author | Martins, Filipe |
| author2 | Carneiro, Alexandra Campos, Luísa Ribeiro, Luisa Mota Negrão, Mariana Baptista, Isabel Matos, Raquel |
| author2_role | author author author author author author |
| author_facet | Martins, Filipe Carneiro, Alexandra Campos, Luísa Ribeiro, Luisa Mota Negrão, Mariana Baptista, Isabel Matos, Raquel |
| author_role | author |
| contributor_name_str_mv | Veritati |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Martins, Filipe\",\"Person.identifier.orcid\":\"0000-0002-8853-786X\"},{\"Person.name\":\"Carneiro, Alexandra\",\"Person.identifier.orcid\":\"0000-0002-7190-5304\"},{\"Person.name\":\"Campos, Luísa\",\"Person.identifier.orcid\":\"0000-0001-9175-1536\"},{\"Person.name\":\"Ribeiro, Luisa Mota\",\"Person.identifier.orcid\":\"0000-0003-2208-3022\"},{\"Person.name\":\"Negrão, Mariana\",\"Person.identifier.orcid\":\"0000-0003-1028-5276\"},{\"Person.name\":\"Baptista, Isabel\",\"Person.identifier.orcid\":\"0000-0002-6678-8481\"},{\"Person.name\":\"Matos, Raquel\",\"Person.identifier.orcid\":\"0000-0002-9108-7388\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Veritati |
| datacite.creators.creator.creatorName.fl_str_mv | Martins, Filipe Carneiro, Alexandra Campos, Luísa Ribeiro, Luisa Mota Negrão, Mariana Baptista, Isabel Matos, Raquel |
| datacite.date.Accepted.fl_str_mv | 2020-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2020-09-03T15:13:52Z |
| datacite.date.embargoed.fl_str_mv | 2020-09-03T15:13:52Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Early school leaving School engagement Second chance education Support relationships Social inclusion Abandono escolar precoce Envolvimento escolar Educação de segunda oportunidade Relações de suporte Inclusão social Abandono escolar temprano Participación escolar Educación de segunda oportunidade Relaciones de apoyo Inclusión social |
| datacite.titles.title.fl_str_mv | The right to a second chance: lessons learned from the experience of early school leavers who returned to education Direito a uma segunda oportunidade: lições aprendidas da experiência de quem abandonou e regressou à escola Derecho a una segunda oportunidad: lecciones aprendidas de la experiencia de quien abandonó y regresó a la educación |
| dc.contributor.none.fl_str_mv | Veritati |
| dc.creator.none.fl_str_mv | Martins, Filipe Carneiro, Alexandra Campos, Luísa Ribeiro, Luisa Mota Negrão, Mariana Baptista, Isabel Matos, Raquel |
| dc.date.Accepted.fl_str_mv | 2020-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2020-09-03T15:13:52Z |
| dc.date.embargoed.fl_str_mv | 2020-09-03T15:13:52Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10400.14/30874 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Sociedad Iberoamericana de Pedagogía Social |
| dc.rights.cclincense.fl_str_mv | http://creativecommons.org/licenses/by-nc/4.0/ |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Early school leaving School engagement Second chance education Support relationships Social inclusion Abandono escolar precoce Envolvimento escolar Educação de segunda oportunidade Relações de suporte Inclusão social Abandono escolar temprano Participación escolar Educación de segunda oportunidade Relaciones de apoyo Inclusión social |
| dc.title.fl_str_mv | The right to a second chance: lessons learned from the experience of early school leavers who returned to education Direito a uma segunda oportunidade: lições aprendidas da experiência de quem abandonou e regressou à escola Derecho a una segunda oportunidad: lecciones aprendidas de la experiencia de quien abandonó y regresó a la educación |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | Based on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people’s responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engage-ment from the point of view of a group of 20 Portuguese young early school leavers who later returned to school through Second Chance Education. Through a qualitative approach using individual in-depth interviews, participant observation and focus group, the study sought to offer a comprehensive reading of early school leaving and school re-engagement by address-ing the diversity of motivations, experiences, factors and consequences associated with them, as well as the role that educational policies and school factors can play in it. The study’s findings revealed that, for many socially and economically vulnerable youngsters, mainstream schools are places of individual failure and interpersonal conflict where they don’t feel wel-comed and from which they stop expecting positive outcomes. This favours a progressive disengagement from education that reinforces social marginalisation. However, the findings also showed that by engaging in second chance education projects, youngsters develop greater commitment to education and identify relevant positive changes in terms of personal and skills’ development, behavioural adjustment and establishment of life goals. According to the participants’ experiences, the holistic and individualised socio-pedagogical approach of such projects is particularly apt to respond to their needs. Community-based educational approaches, practical and participatory learning environments, and the emotional investment and support from teachers and staff are shown to be the most effective socio-educational features when trying to re-engage vulnerable young people in education. |
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| identifier.url.fl_str_mv | http://hdl.handle.net/10400.14/30874 |
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| institution | Universidade Católica Portuguesa |
| instname_str | Universidade Católica Portuguesa |
| language | eng |
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| person_str_mv | Martins, Filipe Martins, Filipe https://www.ciencia-id.pt/5A1D-8416-DDF1 5A1D-8416-DDF1 http://orcid.org/0000-0002-8853-786X 0000-0002-8853-786X Carneiro, Alexandra Carneiro, Alexandra https://www.ciencia-id.pt/A719-7AF2-463C A719-7AF2-463C http://orcid.org/0000-0002-7190-5304 0000-0002-7190-5304 Campos, Luísa Campos, Luísa https://www.ciencia-id.pt/9B11-21C9-E884 9B11-21C9-E884 http://orcid.org/0000-0001-9175-1536 0000-0001-9175-1536 Ribeiro, Luisa Mota Ribeiro, Luisa Mota https://www.ciencia-id.pt/3619-D7E9-F6D0 3619-D7E9-F6D0 http://orcid.org/0000-0003-2208-3022 0000-0003-2208-3022 Negrão, Mariana Negrão, Mariana https://www.ciencia-id.pt/CB14-48FC-F10D CB14-48FC-F10D http://orcid.org/0000-0003-1028-5276 0000-0003-1028-5276 Baptista, Isabel Baptista, Isabel https://www.ciencia-id.pt/E514-6A0D-4DF2 E514-6A0D-4DF2 http://orcid.org/0000-0002-6678-8481 0000-0002-6678-8481 Matos, Raquel Matos, Raquel https://www.ciencia-id.pt/DE12-5274-5D72 DE12-5274-5D72 http://orcid.org/0000-0002-9108-7388 0000-0002-9108-7388 |
| publishDate | 2020 |
| publisher.none.fl_str_mv | Sociedad Iberoamericana de Pedagogía Social |
| reponame_str | Veritati - Repositório Institucional da Universidade Católica Portuguesa |
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| spelling | engSociedad Iberoamericana de Pedagogía Socialpt_PTBased on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people’s responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engage-ment from the point of view of a group of 20 Portuguese young early school leavers who later returned to school through Second Chance Education. Through a qualitative approach using individual in-depth interviews, participant observation and focus group, the study sought to offer a comprehensive reading of early school leaving and school re-engagement by address-ing the diversity of motivations, experiences, factors and consequences associated with them, as well as the role that educational policies and school factors can play in it. The study’s findings revealed that, for many socially and economically vulnerable youngsters, mainstream schools are places of individual failure and interpersonal conflict where they don’t feel wel-comed and from which they stop expecting positive outcomes. This favours a progressive disengagement from education that reinforces social marginalisation. However, the findings also showed that by engaging in second chance education projects, youngsters develop greater commitment to education and identify relevant positive changes in terms of personal and skills’ development, behavioural adjustment and establishment of life goals. According to the participants’ experiences, the holistic and individualised socio-pedagogical approach of such projects is particularly apt to respond to their needs. Community-based educational approaches, practical and participatory learning environments, and the emotional investment and support from teachers and staff are shown to be the most effective socio-educational features when trying to re-engage vulnerable young people in education.application/pdfapplication/pdfpt_PTThe right to a second chance: lessons learned from the experience of early school leavers who returned to educationAlternativeTitlept_PTDireito a uma segunda oportunidade: lições aprendidas da experiência de quem abandonou e regressou à escolaAlternativeTitlept_PTDerecho a una segunda oportunidad: lecciones aprendidas de la experiencia de quien abandonó y regresó a la educaciónPersonalMartins, FilipeDSpacehttp://dspace.org/items/02b8d405-42ec-4ab5-8063-be12dc664342DSpacehttp://dspace.org/items/02b8d405-42ec-4ab5-8063-be12dc664342MartinsFilipeCiência IDhttps://www.ciencia-id.pt5A1D-8416-DDF1ORCIDhttp://orcid.org0000-0002-8853-786XPersonalCarneiro, AlexandraDSpacehttp://dspace.org/items/8de48850-8f56-4376-a82d-39c03f596b9bDSpacehttp://dspace.org/items/8de48850-8f56-4376-a82d-39c03f596b9bCarneiroAlexandraCiência IDhttps://www.ciencia-id.ptA719-7AF2-463CORCIDhttp://orcid.org0000-0002-7190-5304Scopus Author IDhttps://www.scopus.com55655076500PersonalCampos, LuísaDSpacehttp://dspace.org/items/309d215b-50da-43c4-b580-ac2a4d3291c0DSpacehttp://dspace.org/items/309d215b-50da-43c4-b580-ac2a4d3291c0CamposLuísaCiência IDhttps://www.ciencia-id.pt9B11-21C9-E884ORCIDhttp://orcid.org0000-0001-9175-1536Scopus Author IDhttps://www.scopus.com55479763300PersonalRibeiro, Luisa MotaDSpacehttp://dspace.org/items/6eda5982-38d1-4cb1-8a94-eed4bc2bf9baDSpacehttp://dspace.org/items/6eda5982-38d1-4cb1-8a94-eed4bc2bf9baFeio Antunes RibeiroLuisa JacintaCiência IDhttps://www.ciencia-id.pt3619-D7E9-F6D0ORCIDhttp://orcid.org0000-0003-2208-3022PersonalNegrão, MarianaDSpacehttp://dspace.org/items/f8c7f81f-6fd5-4aa5-9980-ab3bbc6b5a00DSpacehttp://dspace.org/items/f8c7f81f-6fd5-4aa5-9980-ab3bbc6b5a00NegrãoMarianaCiência IDhttps://www.ciencia-id.ptCB14-48FC-F10DORCIDhttp://orcid.org0000-0003-1028-5276Scopus Author IDhttps://www.scopus.com55945633000Scopus Author IDhttps://www.scopus.com55945633000PersonalBaptista, IsabelDSpacehttp://dspace.org/items/9f24e46c-a3b7-414d-a76a-230f115a9cc1DSpacehttp://dspace.org/items/9f24e46c-a3b7-414d-a76a-230f115a9cc1BaptistaIsabelCiência IDhttps://www.ciencia-id.ptE514-6A0D-4DF2ORCIDhttp://orcid.org0000-0002-6678-8481Researcher IDhttps://www.researcherid.comE-9934-2017PersonalMatos, RaquelDSpacehttp://dspace.org/items/b1253d89-a532-4f03-bbc9-d56a1bd447a6DSpacehttp://dspace.org/items/b1253d89-a532-4f03-bbc9-d56a1bd447a6MatosRaquelCiência IDhttps://www.ciencia-id.ptDE12-5274-5D72ORCIDhttp://orcid.org0000-0002-9108-7388HostingInstitutionOrganizationalVeritatie-mailmailto:repositorio@ucp.ptrepositorio@ucp.ptISSNIsPartOf1139-1723ISSNIsPartOf1989-9742DOIIsPartOf10.7179/PSRI_2020.36.092020-09-03T15:13:52Z20202020-01-01T00:00:00ZHandlehttp://hdl.handle.net/10400.14/30874http://purl.org/coar/access_right/c_abf2open accessEarly school leavingSchool engagementSecond chance educationSupport relationshipsSocial inclusionAbandono escolar precoceEnvolvimento escolarEducação de segunda oportunidadeRelações de suporteInclusão socialAbandono escolar tempranoParticipación escolarEducación de segunda oportunidadeRelaciones de apoyoInclusión social328687 bytes342335 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal article2020http://creativecommons.org/licenses/by-nc/4.0/http://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://repositorio.ucp.pt/bitstreams/cb4b5bd3-7e30-4f59-96e2-bfd0366db872/downloadhttp://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://repositorio.ucp.pt/bitstreams/a6fbe46e-786b-48cb-8d49-4d4ab5f8fe7f/downloadPedagogía Social: Revista Interuniversitaria36139152 |
| spellingShingle | The right to a second chance: lessons learned from the experience of early school leavers who returned to education Martins, Filipe Early school leaving School engagement Second chance education Support relationships Social inclusion Abandono escolar precoce Envolvimento escolar Educação de segunda oportunidade Relações de suporte Inclusão social Abandono escolar temprano Participación escolar Educación de segunda oportunidade Relaciones de apoyo Inclusión social |
| status | SINGLETON |
| subject.fl_str_mv | Early school leaving School engagement Second chance education Support relationships Social inclusion Abandono escolar precoce Envolvimento escolar Educação de segunda oportunidade Relações de suporte Inclusão social Abandono escolar temprano Participación escolar Educación de segunda oportunidade Relaciones de apoyo Inclusión social |
| title | The right to a second chance: lessons learned from the experience of early school leavers who returned to education |
| title_full | The right to a second chance: lessons learned from the experience of early school leavers who returned to education |
| title_fullStr | The right to a second chance: lessons learned from the experience of early school leavers who returned to education |
| title_full_unstemmed | The right to a second chance: lessons learned from the experience of early school leavers who returned to education |
| title_short | The right to a second chance: lessons learned from the experience of early school leavers who returned to education |
| title_sort | The right to a second chance: lessons learned from the experience of early school leavers who returned to education |
| topic | Early school leaving School engagement Second chance education Support relationships Social inclusion Abandono escolar precoce Envolvimento escolar Educação de segunda oportunidade Relações de suporte Inclusão social Abandono escolar temprano Participación escolar Educación de segunda oportunidade Relaciones de apoyo Inclusión social |
| topic_facet | Early school leaving School engagement Second chance education Support relationships Social inclusion Abandono escolar precoce Envolvimento escolar Educação de segunda oportunidade Relações de suporte Inclusão social Abandono escolar temprano Participación escolar Educación de segunda oportunidade Relaciones de apoyo Inclusión social |
| url | http://hdl.handle.net/10400.14/30874 |
| visible | 1 |