Titlebook: Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School; Seth Brown,Peter Kelly,Scott K. Phillips Book 2020

評(píng)論者

Talent Development for Industry 4.0ous group, as part of a collective somewhere, doing something. Brown, Kelly and Phillips draw on research undertaken in Melbourne, to discuss the ways in which school culture, school networks and ideas about resilience intersect in complex ways to shape young people’s belonging. The chapter explores

伸展

芳香一點(diǎn)

使苦惱

Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School

ONYM

Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School978-3-030-52302-2

DOLT

Introduction,ement and dis-engagement in the middle years of schooling. This introductory chapter discusses how this period of schooling—from the upper primary years through to the early-middle years of compulsory secondary schooling—is understood differently in different national contexts, in global frameworks

Rankle

Identity,of schooling. Drawing on posthuman and feminist theories they suggest that identity is relational, embodied and situated. Referencing research conducted in Melbourne they illustrate how ., and . are entangled in forming young people’s identities and engagement. The analysis is framed by: the ways in

雀斑

Belonging,ous group, as part of a collective somewhere, doing something. Brown, Kelly and Phillips draw on research undertaken in Melbourne, to discuss the ways in which school culture, school networks and ideas about resilience intersect in complex ways to shape young people’s belonging. The chapter explores

LUCY

degradation

Conclusions,t in the middle years. Phillips explores the value of socio-ecological models and integrated life-course service frameworks. He suggests ‘.’ offers a model for ‘caring for others’ and of collaboration between services to improve young people’s engagement. Brown engages with the concepts of the ‘prec