07 SES 17 B, Drawing Lessons from ESLers’ Trajectories in the Light of Social Justice
This symposium departs from the trajectories of early school leavers (ESLers) and tries to extract some lessons from it. It includes papers of 3 of the 9 countries that participated in the RESL.eu project (Reducing Early School Leaving in Europe, 2013-2018, financed by the European Community’s Seventh Framework Programme, Grant Agreement n° SSH-CT-2011-1-320223) and that involved 9 European Universities and a wide number of educational mainstream and alternative institutions and educational stakeholders (from the European to the local level). Participants engaged in the discussion of the macro, meso and micro factors leading to this phenomenon and of the promising practices that have helped young people in their educational trajectories, including ESLers (early school leavers).
Within the wider approach of the project, this symposium will discuss: i) developments in the social positioning of early school leavers in Austria over the last decades; ii) school-based support measures for students at risk of leaving education after lower secondary (ISCED 2) in two public high schools serving local communities with different students’ backgrounds by class and origin in Catalonia (Spain); iii) the impact of measures aimed at supporting students at-risk and improving school engagement in the light of the educational trajectories of 12 youngsters, in Portugal; and iv) how to reverse the trajectory of school disengagement, by anallysing Warsaw's youth’s educational trajectories.
The topic of early school leaving (ESL) has been a major one for policy cooperation at the European level within the framework of ET2020. The contours, extent and dimensions of this social and individual problem differ among countries. As an example, in 2016, in the countries that participated in the RESL.eu* project the percentage of ESL varied from a maximum of 19% in Spain, with 14% in Portugal, 12,4% in Hungary,11,2% in the United Kingdom – all above the EU28 average of 10,7%, - to a minimum of 5,2%, in Poland, and increasing trends at a relatively low level with 6,9% in Austria, 7,4% in Sweden, 8% in the Netherlands, and 8,8% in Belgium.
Deduced from rich data that will be drawn from the RESL.eu project, all articles will address causes, pathways and consequences of ESL on the micro-, meso- and macro-levels. The papers will offer sustained views from both national and cross-national perspectives, based on qualitative, quantitative and mix methods.
The theoretical framework, driven from the works of Pierre Bourdieu, Iris Young, Basil Bernstein and others, and the comprehensive empirical data of the papers indicate how the field of education and the professionalisation of teachers and principals would need to change in order to tackle early school leaving and to improve social inclusion in education and society.
Concern about meeting the values of social justice in education has been present in national educational systems throughout the EU. Mass education is in force complying with the European guidelines but many European countries have not yet reached the democratisation of education, expressed in providing real opportunities and the capacity to find adequate responses for all. What challenges face ESLers and what can schools, researchers and educational policy-makers learn?
With its strong theoretical and empirical foundations, this proposed symposium will be of interest both to teachers and researchers in the field of social justice and education and to regional, national and European policy-makers.
Abrantes, Pedro, Mauritti, Rosário, & Roldão, Cristina (2011). Efeitos TEIP: Avaliação de impactos escolares e sociais em sete territórios educativos de intervenção prioritária. Lisbon: Direção-Geral de Inovação e Desenvolvimento Curricular (DGIDC)/CIES. Araújo, Helena C., Magalhães, António M., Rocha, Cristina, & Macedo, Eunice (2014a). Policies on early school leaving in nine European countries: A comparative analysis. Antwerp: University of Antwerp. Araújo, Helena C., Rocha, Cristina, Magalhães, António M., & Macedo, Eunice (2014b). Policy analysis on early school leaving (ESL): Portugal. Retrieved from https://www.uantwerpen.be/images/uantwerp Azevedo, Joaquim (2012). Que tem a Europa para oferecer aos recém-chegados a uma longa escolaridade obrigatória?. Espacios en Blanco, Serie Indagaciones, 22(1), 41-76. Belfield, Clive R., & Levin, Henry M. (Eds.). (2007). The price we pay: Economic and social consequences of inadequate education. Washington, DC: Brookings Institution Press. Bourdieu, Pierre, & Passeron, Jean-Claude (1977). Reproduction in education, society and culture. Beverly Hills, CA: SAGE. Nairz-Wirth, Erna, Feldmann, Klaus, & Diexer, Barbara (2012). Catalogue of measures for teachers, school principals, and parents to prevent or more effectively deal with school absenteeism and early school leaving: The beginning of a new school culture. Vienna: Vienna University of Business and Economics.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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