05 SES 05, School Success, Engagement and Dropout
Parallel Paper Session
This paper is a final contribution from the study: “Young people’s relationship and experiences with savoir”, developed in Spain from 2009 to 2011 (Hernández, 2011a; 2011b). The main objective of this research is to explore counter-narratives that challenge the dominant discourse about school dropout and young people’s disinterest in school, which simplifies this occurrence as the result of either a personal lack of interest, a social class determination, or a deficiency of intellectual capacities.
The aim of this paper is to share the strategies developed for combining and analysing evidences coming from 18 young people's biographical narratives and some of the results of a questionnaire answered by 719 students in their last year of compulsory secondary education. The aim of linking these two studies is to understand how successful and unsuccessful students give meaning to their experiences of savoir during their time at secondary school.
Charlot (1992:80) has defined the savoir relationship as a meaningful relationship; as a valued connection between an individual or a group, and the process and products of savoir. Savoir is a relationship between a subject and the world, between the self and others (not only with the school’s curriculum, contents and rules). It is a relationship with a series of activities, and also, it is localized in time, as space for activities (Charlot, 1992:78). We understand savoir as the learning process deeply linked to the learner’s identity
With this line on the horizon we want to emphasize that the main objective of this research is to help establish links between subject and savoir, thereby contributing to thinking about another school in which there are no people who fail (Hernández, 2007).
Charlot, , B. (1997). Da relaçâo como saber. Porto Alegre, Brasil: Artes Médicas. Claindinin, D. J. & Connelly, J., M. (2000). Narrative inquiry. San Francisco: Jossey-Bass. Douglas, J. (1985). Creative interviewing. Beverly Hills, CA: Sage. Cook, T.D. & Reichardt, Ch. S. (1982). Qualitative and Quantitative Methods in Evaluation Research. London: Sage. Hernández, F. (2007). Que todos os adolescentes encontrem seu lugar de aprender. En J. Murillo; M. Muñoz-Repiso (Coords.), A qualificação da escola. Um novo enfoque (pp. 199-210). Porto Alegre (Brasil): ArtMed. Hernández, F. (Ed.) (2011a). Investigar con los jóvenes: cuestiones temáticas, metodológicas, éticas y educativas. Barcelona: Dipòsit digital de la Universitat de Barcelona. http://hdl.handle.net/2445/17362 Hernández, F. (coord.) (2011b). ¿Qué nos cuentan los jóvenes? Narraciones biográficas sobre las relaciones de los jóvenes con el saber en la escuela secundaria. Barcelona: Universidad de Barcelona. Repositorio digital. http://hdl.handle.net/2445/18348 Heath, S.; Brooks, R.; Cleaver, E. & Ireland, E. (2009). Researching Young People’s Lives. Londres: Sage. Kincheloe, J.L. y Berry K.S. (2004). Rigour and Complexity in Educational Research. Conceptualizing the bricolage. Maindenhead, UK: Open University Press. . Osborn, M., Broadfoot, E. M., Ravn, G., Planel, C. & Triggs, P. (2003). A World of Difference? Comparing Learners across Europe. Maindenhead: Open University Press.
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