Ambiguous spaces for troubled youth: home, therapeutic institution or school?
In Sweden and elsewhere, students permanently excluded from school are removed from their local environment, and sometimes their parental home, and moved to a rural residential care home. Thus 'home' and 'school' are clearly considered places where problems exist, but it is the y...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Severinsson, Susanne [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015 |
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| Rechteinformationen: |
Nutzungsrecht: © 2014 Pedagogy, Culture & Society 2014 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Pedagogy, culture & society - Abingdon : Routledge Journals, Taylor & Francis, 1999, 23(2015), 2, Seite 245-20 |
|---|---|
| Übergeordnetes Werk: |
volume:23 ; year:2015 ; number:2 ; pages:245-20 |
| Links: |
|---|
| DOI / URN: |
10.1080/14681366.2014.977807 |
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| 520 | |a In Sweden and elsewhere, students permanently excluded from school are removed from their local environment, and sometimes their parental home, and moved to a rural residential care home. Thus 'home' and 'school' are clearly considered places where problems exist, but it is the young people themselves who are scrutinised and subjected to change. This study examined how the change of place and the performance of the alternative 'home' and alternative 'school' affected student adjustment. It also explored the significance of place in these measures and questioned how possibilities for agency and subjectivities are produced. The work comprised an ethnographic study of two residential care homes for troubled youth (aged 12-15). The results show how complex assemblages produce opportunities and limitations for care and education and how location and buildings partake in the constitution of possible subjectivities and agency. The analysis, inspired by actor-network theory, captured mobility and flow, an important aspect when studying complexity. The analytical approach used enabled the complex arrangements for disadvantaged teenagers to be studied in terms of social interactions, but also of materiality. | ||
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10.1080/14681366.2014.977807 doi PQ20160617 (DE-627)OLC1959472224 (DE-599)GBVOLC1959472224 (PRQ)c2356-8c7e530468c13f50cb3647c6a1f98bb40c6d6e17034c3badf54f1b3bdc74b1f60 (KEY)0221362120150000023000200245ambiguousspacesfortroubledyouthhometherapeuticinst DE-627 ger DE-627 rakwb eng 370 DNB 81.60 bkl Severinsson, Susanne verfasserin aut Ambiguous spaces for troubled youth: home, therapeutic institution or school? 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier In Sweden and elsewhere, students permanently excluded from school are removed from their local environment, and sometimes their parental home, and moved to a rural residential care home. Thus 'home' and 'school' are clearly considered places where problems exist, but it is the young people themselves who are scrutinised and subjected to change. This study examined how the change of place and the performance of the alternative 'home' and alternative 'school' affected student adjustment. It also explored the significance of place in these measures and questioned how possibilities for agency and subjectivities are produced. The work comprised an ethnographic study of two residential care homes for troubled youth (aged 12-15). The results show how complex assemblages produce opportunities and limitations for care and education and how location and buildings partake in the constitution of possible subjectivities and agency. The analysis, inspired by actor-network theory, captured mobility and flow, an important aspect when studying complexity. The analytical approach used enabled the complex arrangements for disadvantaged teenagers to be studied in terms of social interactions, but also of materiality. Nutzungsrecht: © 2014 Pedagogy, Culture & Society 2014 residential care troubled youth space educational practices assemblage network ANT At risk youth Native children & youth Changes Mobility Social research Children & youth Nord, Catharina oth Reimers, Eva oth Enthalten in Pedagogy, culture & society Abingdon : Routledge Journals, Taylor & Francis, 1999 23(2015), 2, Seite 245-20 (DE-627)317352024 (DE-600)2016382-4 (DE-576)091210046 1468-1366 nnns volume:23 year:2015 number:2 pages:245-20 http://dx.doi.org/10.1080/14681366.2014.977807 Volltext http://www.tandfonline.com/doi/abs/10.1080/14681366.2014.977807 http://search.proquest.com/docview/1694532285 http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-106046 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_11 GBV_ILN_70 81.60 AVZ AR 23 2015 2 245-20 |
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10.1080/14681366.2014.977807 doi PQ20160617 (DE-627)OLC1959472224 (DE-599)GBVOLC1959472224 (PRQ)c2356-8c7e530468c13f50cb3647c6a1f98bb40c6d6e17034c3badf54f1b3bdc74b1f60 (KEY)0221362120150000023000200245ambiguousspacesfortroubledyouthhometherapeuticinst DE-627 ger DE-627 rakwb eng 370 DNB 81.60 bkl Severinsson, Susanne verfasserin aut Ambiguous spaces for troubled youth: home, therapeutic institution or school? 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier In Sweden and elsewhere, students permanently excluded from school are removed from their local environment, and sometimes their parental home, and moved to a rural residential care home. Thus 'home' and 'school' are clearly considered places where problems exist, but it is the young people themselves who are scrutinised and subjected to change. This study examined how the change of place and the performance of the alternative 'home' and alternative 'school' affected student adjustment. It also explored the significance of place in these measures and questioned how possibilities for agency and subjectivities are produced. The work comprised an ethnographic study of two residential care homes for troubled youth (aged 12-15). The results show how complex assemblages produce opportunities and limitations for care and education and how location and buildings partake in the constitution of possible subjectivities and agency. The analysis, inspired by actor-network theory, captured mobility and flow, an important aspect when studying complexity. The analytical approach used enabled the complex arrangements for disadvantaged teenagers to be studied in terms of social interactions, but also of materiality. Nutzungsrecht: © 2014 Pedagogy, Culture & Society 2014 residential care troubled youth space educational practices assemblage network ANT At risk youth Native children & youth Changes Mobility Social research Children & youth Nord, Catharina oth Reimers, Eva oth Enthalten in Pedagogy, culture & society Abingdon : Routledge Journals, Taylor & Francis, 1999 23(2015), 2, Seite 245-20 (DE-627)317352024 (DE-600)2016382-4 (DE-576)091210046 1468-1366 nnns volume:23 year:2015 number:2 pages:245-20 http://dx.doi.org/10.1080/14681366.2014.977807 Volltext http://www.tandfonline.com/doi/abs/10.1080/14681366.2014.977807 http://search.proquest.com/docview/1694532285 http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-106046 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_11 GBV_ILN_70 81.60 AVZ AR 23 2015 2 245-20 |
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Ambiguous spaces for troubled youth: home, therapeutic institution or school? |
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ambiguous spaces for troubled youth: home, therapeutic institution or school? |
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Ambiguous spaces for troubled youth: home, therapeutic institution or school? |
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In Sweden and elsewhere, students permanently excluded from school are removed from their local environment, and sometimes their parental home, and moved to a rural residential care home. Thus 'home' and 'school' are clearly considered places where problems exist, but it is the young people themselves who are scrutinised and subjected to change. This study examined how the change of place and the performance of the alternative 'home' and alternative 'school' affected student adjustment. It also explored the significance of place in these measures and questioned how possibilities for agency and subjectivities are produced. The work comprised an ethnographic study of two residential care homes for troubled youth (aged 12-15). The results show how complex assemblages produce opportunities and limitations for care and education and how location and buildings partake in the constitution of possible subjectivities and agency. The analysis, inspired by actor-network theory, captured mobility and flow, an important aspect when studying complexity. The analytical approach used enabled the complex arrangements for disadvantaged teenagers to be studied in terms of social interactions, but also of materiality. |
| abstractGer |
In Sweden and elsewhere, students permanently excluded from school are removed from their local environment, and sometimes their parental home, and moved to a rural residential care home. Thus 'home' and 'school' are clearly considered places where problems exist, but it is the young people themselves who are scrutinised and subjected to change. This study examined how the change of place and the performance of the alternative 'home' and alternative 'school' affected student adjustment. It also explored the significance of place in these measures and questioned how possibilities for agency and subjectivities are produced. The work comprised an ethnographic study of two residential care homes for troubled youth (aged 12-15). The results show how complex assemblages produce opportunities and limitations for care and education and how location and buildings partake in the constitution of possible subjectivities and agency. The analysis, inspired by actor-network theory, captured mobility and flow, an important aspect when studying complexity. The analytical approach used enabled the complex arrangements for disadvantaged teenagers to be studied in terms of social interactions, but also of materiality. |
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In Sweden and elsewhere, students permanently excluded from school are removed from their local environment, and sometimes their parental home, and moved to a rural residential care home. Thus 'home' and 'school' are clearly considered places where problems exist, but it is the young people themselves who are scrutinised and subjected to change. This study examined how the change of place and the performance of the alternative 'home' and alternative 'school' affected student adjustment. It also explored the significance of place in these measures and questioned how possibilities for agency and subjectivities are produced. The work comprised an ethnographic study of two residential care homes for troubled youth (aged 12-15). The results show how complex assemblages produce opportunities and limitations for care and education and how location and buildings partake in the constitution of possible subjectivities and agency. The analysis, inspired by actor-network theory, captured mobility and flow, an important aspect when studying complexity. The analytical approach used enabled the complex arrangements for disadvantaged teenagers to be studied in terms of social interactions, but also of materiality. |
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