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Reflecting on Belonging, Space, and Marginalised Young People


te Riele, K, Reflecting on Belonging, Space, and Marginalised Young People, Interrogating Belonging for Young People in Schools, Palgrave Macmillan, C Halse (ed), Switzerland, pp. 247-259. ISBN 978-3-319-75217-4 (2018) [Research Book Chapter]

Copyright Statement

Copyright 2018 The Editor and The Authors

DOI: doi:10.1007/978-3-319-75217-4_12


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.

Item Details

Item Type:Research Book Chapter
Keywords:disadvantage, alternative education, education policy, belonging, space
Research Division:Education
Research Group:Specialist studies in education
Research Field:Specialist studies in education not elsewhere classified
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Equity and access to education
UTAS Author:te Riele, K (Professor Kitty te Riele)
ID Code:127098
Year Published:2018
Deposited By:Peter Underwood Centre for Educational Attainment
Deposited On:2018-07-10
Last Modified:2018-12-06

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