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Reflecting on Belonging, Space, and Marginalised Young People

te Riele, K ORCID: 0000-0002-8826-1701 2018 , 'Reflecting on Belonging, Space, and Marginalised Young People', in C Halse (ed.), Interrogating Belonging for Young People in Schools , Palgrave Macmillan, Switzerland, pp. 247-259.

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Abstract

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 Type: Book Section
Authors/Creators:te Riele, K
Keywords: disadvantage, alternative education, education policy, belonging, space
Publisher: Palgrave Macmillan
DOI / ID Number: 10.1007/978-3-319-75217-4_12
Copyright Information:

Copyright 2018 The Editor and The Authors

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