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Reflecting on Belonging, Space, and Marginalised Young People
This chapter extends the arguments presented in the preceding chapters of Part III. It recognises that belonging is multi-dimensional and multi-faceted and proposes that a sense of belonging can have both productive and counterproductive impacts for marginalised young people. Three spatial lenses are useful. First, the lens of physical space highlights that place-based education approaches and the material configuration of classrooms impact on belonging. Second, the pedagogical space points to resources for belonging such as keeping learning environments small and drawing on students’ knowledges and interests. Finally, the relational space refers to care and the analogy of ‘family’ to describe educational settings where students feel they belong.
History
Publication title
Interrogating Belonging for Young People in SchoolsEditors
C HalsePagination
247-259ISBN
978-3-319-75217-4Department/School
Peter Underwood CentrePublisher
Palgrave MacmillanPlace of publication
SwitzerlandExtent
16Rights statement
Copyright 2018 The Editor and The AuthorsRepository Status
- Restricted