Session Information
05 SES 08 A, Research on Looked-After children and Research on Problem Discourses
Paper Session
Contribution
Looked after children are particularly vulnerables in terms of school achievement in England and France. They are more likely to have problems in school: they have relatively low levels of academic achievement, are more in vocational studies, in comparison with other children (Chase, Simon & Jackson, 2006, Denecheau & Blaya, 2013). We know that looked after children do not constitute an homogenous population (Frechon, 2001; Goddard, 2000) and the analysis have to be subtle to distinguish different path, different problematic and different effects from different care actions. Thus, the understandings for these educational low achievements have to lean on some of a wider sociological background, and social policy studies, than the studies on this subject used (Berridge, 2007). Looked after children low achieve firstly because both English and French educational systems contribute to reproduce social inequalities into educational inequalities (Dubet, Duru-Bellat & Vérétout, 2010). Children in care cumulate many elements that may contribute to their educational vulnerability: they emanate from disadvantaged social groups, family environment could be deteriorated because of conflicts, neglect and abuse (Durning, 1995, Jackson & Cameron, 2012).
A comparison between English and French residential homes, with a sociological approach, enables a better understanding of the disadvantages these children have to face in school (Crossley & Watson, 2003). We analyse residential care as a new environment of socialization: other agencies (residential care workers) exert increasing influence on youth and their education. We focus on how this environment and these new agencies differ from a family. Social studies on family and their relation to school identified a distance from school, and this distance is a source of difficulties and misunderstandings, which could exacerbate youth school difficulties (Lahire, 1995; Thin, 1998). Care and corporate parenting constitute a very different social environment, which is influenced by the professionals and their social and educational background. They have a particular relation to school and knowledge, and this influence youth education, their acquisition of knowledge and the learning of skills. Moreover, resources given to look after these children impact the environment and the availability of carers. Care in residential home may have some aspects similar to a socially disadvantaged family (Denecheau, 2011).
This paper aims to enhance the understanding of their education and what influence the educational transitions they have to face with bigger difficulties than the general population.
Method
Expected Outcomes
References
BERRIDGE D., 2007, « Theory and explanation in child welfare: education and looked-after children », Child & Family Social Work, 12, p. 1 10. BODIN R., 2009, « Les signes de l’élection. Repérer et vérifier la conformation des dispositions professionnelles des élèves éducateurs spécialisés », Actes de la recherche en sciences sociales, 178, 3, p. 80 87. CHASE, E., SIMON, A., JACKSON, S. (dirs.), 2006, In care and after: a positive perspective, Abingdon, Routledge. CROSSLEY M., WATSON K., 2003, Comparative and international research in education: Globalisation, context and difference, Oxon, Routledge. DENECHEAU B., 2011, « Children in residential care and school engagement or school “dropout”: What makes the difference in terms of policies and practices in England and France? », Emotional and Behavioural Difficulties Journal, 16, 3, p. 277 287. DENECHEAU B., BLAYA C., 2014, « Les attentes des éducateurs sur la scolarité des enfants placés en France et en Angleterre. Une estimation des possibles a minima », Les Sciences de L’éducation. Pour l’ère nouvelle, 47, 4, p. 65 87. DUBET F., DURU-BELLAT M., VERETOUT A., 2010, « Les inégalités scolaires entre l’amont et l’aval. Organisation scolaire et emprise des diplômes », Sociologie, 2, 1, p. 177 197. HAYDEN C., 2010, « Offending behaviour in care: is children’s residential care a “criminogenic” environment? », Child & Family Social Work, 13, 4, p. 461 472. IRWIN S., ELLEY S., 2013, « Parents’ hopes and expectations for their children’s future occupations », The Sociological Review, 61, 1, p. 111 130. JACKSON S., CAMERON C., 2012, « Leaving care: Looking ahead and aiming higher », Children and Youth Services Review, 34, 6, p. 1107 1114. LAHIRE B., 1995, Tableaux de famille. Heurs et malheurs scolaires en milieux populaires, Paris, Gallimard-Le Seuil. RAVEAUD M., 2006, De l’enfant au citoyen, Paris, PUF (éducation & société), 209 p. THIN D., 1998, Quartiers populaires. L’école et les familles, Lyon, PUL.
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