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No more colouring outside the lines? Exploring young people’s navigational agency in education

Juno Tourne (UGent) , Jochen Devlieghere (UGent) , Rudi Roose (UGent) and Lieve Bradt (UGent)
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Abstract
This article highlights the inequality in the Flemish education system, which disproportionately affects youngsters with low socioeconomic status. This inequality is attributed to the human capital approach characterising current educational policies, putting emphasis on educational outcomes. This results in education that homogenises and limits acceptable student behaviour and in which deviations from the norm are met with exclusionary and punitive approaches, consequently pushing vulnerable youngsters with a differing cultural capital out of education. Drawing on the capability approach, this article argues the importance of navigational agency in education, investigating the space students have to enter and exit education, resolving conflicts between education and other social practices, and reforming education by voicing their opinions. By analysing 66 Flemish secondary school policies, it is concluded that young people’s navigational agency is limited in the current educational landscape. Furthermore, most school policies lack inner consistency, highlighting the fact that there is no coherent pedagogical vision within, which raises questions about how thought through these policies really are.
Keywords
Arts and Humanities (miscellaneous), Education, Poverty and education, Inclusive education, School policy, School discipline, Capability Approach

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Citation

Please use this url to cite or link to this publication:

MLA
Tourne, Juno, et al. “No More Colouring Outside the Lines? Exploring Young People’s Navigational Agency in Education.” INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, 2022, pp. 1–14, doi:10.1080/13603116.2021.1956606.
APA
Tourne, J., Devlieghere, J., Roose, R., & Bradt, L. (2022). No more colouring outside the lines? Exploring young people’s navigational agency in education. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, 1–14. https://doi.org/10.1080/13603116.2021.1956606
Chicago author-date
Tourne, Juno, Jochen Devlieghere, Rudi Roose, and Lieve Bradt. 2022. “No More Colouring Outside the Lines? Exploring Young People’s Navigational Agency in Education.” INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, 1–14. https://doi.org/10.1080/13603116.2021.1956606.
Chicago author-date (all authors)
Tourne, Juno, Jochen Devlieghere, Rudi Roose, and Lieve Bradt. 2022. “No More Colouring Outside the Lines? Exploring Young People’s Navigational Agency in Education.” INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION: 1–14. doi:10.1080/13603116.2021.1956606.
Vancouver
1.
Tourne J, Devlieghere J, Roose R, Bradt L. No more colouring outside the lines? Exploring young people’s navigational agency in education. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION. 2022;1–14.
IEEE
[1]
J. Tourne, J. Devlieghere, R. Roose, and L. Bradt, “No more colouring outside the lines? Exploring young people’s navigational agency in education,” INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, pp. 1–14, 2022.
@article{8716498,
  abstract     = {{This article highlights the inequality in the Flemish education system, which disproportionately affects youngsters with low socioeconomic status. This inequality is attributed to the human capital approach characterising current educational policies, putting emphasis on educational outcomes. This results in education that homogenises and limits acceptable student behaviour and in which deviations from the norm are met with exclusionary and punitive approaches, consequently pushing vulnerable youngsters with a differing cultural capital out of education. Drawing on the capability approach, this article argues the importance of navigational agency in education, investigating the space students have to enter and exit education, resolving conflicts between education and other social practices, and reforming education by voicing their opinions. By analysing 66 Flemish secondary school policies, it is concluded that young people’s navigational agency is limited in the current educational landscape. Furthermore, most school policies lack inner consistency, highlighting the fact that there is no coherent pedagogical vision within, which raises questions about how
thought through these policies really are.}},
  author       = {{Tourne, Juno and Devlieghere, Jochen and Roose, Rudi and Bradt, Lieve}},
  issn         = {{1360-3116}},
  journal      = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
  keywords     = {{Arts and Humanities (miscellaneous),Education,Poverty and education,Inclusive education,School policy,School discipline,Capability Approach}},
  language     = {{eng}},
  pages        = {{1--14}},
  title        = {{No more colouring outside the lines? Exploring young people’s navigational agency in education}},
  url          = {{http://dx.doi.org/10.1080/13603116.2021.1956606}},
  year         = {{2022}},
}

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