000			03705nam a22004455i 4500
999			_c97964 _d97964
001			978-3-319-98201-4
003			DE-He213
005			20191024162851.0
007			cr nn 008mamaa
008			180921s2018 gw | s |||| 0|eng d
020			_a9783319982014
024	7		_a10.1007/978-3-319-98201-4 _2doi
040			_cМУБИС
050		4	_aLC8-6691
072		7	_aJNF _2bicssc
072		7	_aEDU034000 _2bisacsh
072		7	_aJNF _2thema
082	0	4	_a379 _223
100	1		_aEdwards, Simon. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut
245	1	0	_aRe-Engaging Young People with Education _h[electronic resource] : _bThe Steps after Disengagement and Exclusion / _cby Simon Edwards.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2018.
300			_aXIII, 312 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aChapter 1. Introduction -- PART I -- Chapter 2. A Policy Cul-de-sac: Student Disengagement and Political Intervention -- Chapter 3. Bridging the Gap: An Ethnographic Study -- Chapter 4. The Construction of Students' Social Worlds - Observational findings -- PART II -- Chapter 5. Re-Thinking Pedagogy: A Relational Approach -- Chapter 6. Deleuze, Cinema and Time -- Chapter 7. Extending Students' Learning into Relational Sites -- PART III -- Chapter 8. Beyond the School Gates: Re-thinking the Role of Teachers and Informal Educators -- Chapter 9. Challenging Perceptions of the Self and Notions of Personal Freedom -- Chapter 10 -- Chapter 11. Critical Reflections.
520			_aThis book examines how young people can be re-engaged with schooling and their own learning beyond the school gates. Despite attempts by successive UK governments to promote engagement with education, there has been a substantial increase in formal and informal exclusions from secondary schools, particularly of underperforming students who come from low income families. The book builds on an ethnographic study carried out in a youth centre based on a secondary school site, exploring the social and cultural worlds of fourteen students as they complete a GCSE teamwork assessment. Analysing the ‘translation’ process of the students as they relocate their understanding of teamwork into the language of assessment, the author posits that student identity is a holistic individual project, where knowledge is produced within the conditions for the production of the self-narrative. This volume calls to educators to recognise the importance of relational pedagogy rooted in social practices, rather than individual cognitive performance. It is sure to be of value and interest to students and scholars of exclusion in education and relational pedagogy, as well as practitioners and policy makers.
650		0	_aDiscourse analysis.
650	1	4	_aEducational Policy and Politics. _0http://scigraph.springernature.com/things/product-market-codes/O19000
650	2	4	_aSociology of Education. _0http://scigraph.springernature.com/things/product-market-codes/O29000
650	2	4	_aSociology of Education. _0http://scigraph.springernature.com/things/product-market-codes/X22070
650	2	4	_aDiscourse Analysis. _0http://scigraph.springernature.com/things/product-market-codes/N51000
710	2		_aSpringerLink (Online service)
776	0	8	_iPrinted edition: _z9783319982007
776	0	8	_iPrinted edition: _z9783319982021
856	4	0	_uhttps://doi.org/10.1007/978-3-319-98201-4 _yElectronic version-Цахим хувилбар
942			_2ddc _cEBOOK