Robinson, L.; Clark, J. Socially Haunted? Exploring Young People’s Views on Education and Marginalization. Youth 2024, 4, 214–230, doi:10.3390/youth4010015.
Robinson, L.; Clark, J. Socially Haunted? Exploring Young People’s Views on Education and Marginalization. Youth 2024, 4, 214–230, doi:10.3390/youth4010015.
Robinson, L.; Clark, J. Socially Haunted? Exploring Young People’s Views on Education and Marginalization. Youth 2024, 4, 214–230, doi:10.3390/youth4010015.
Robinson, L.; Clark, J. Socially Haunted? Exploring Young People’s Views on Education and Marginalization. Youth 2024, 4, 214–230, doi:10.3390/youth4010015.
Abstract
This paper explores the views of a group of young men aged 16–18, studying towards a Level 1 diploma in music in the North East area of England. It uses the conceptualization of “social haunting” to focus our discussions about how Level 1 learners articulated their experiences in the context of their learning journeys and perceived marginalization. The research took place at a large Further Education (FE) college and included a series of five “research encounters” with the group of Level 1 learners. These encounters included a range of activities, resulting in a variety of data being collected, including several activity worksheets, structured and unstructured focus group interviews, and questionnaires. This paper focusses on the outcomes of a single research activity that focused on exploring the topic of marginalization. We present a discussion on social haunting as one of the emerging findings from this research encounter, outlining how the reality of the social and cultural legacy of the UK’s industrial past can shape today’s youth and their futures. We will talk about the young men’s views of marginalization, their school-to-work transitions, the formation of masculinity in post-industrial communities and the role of Further Education in it. The paper concludes by discussing some insights for practice and future research.
Keywords
young people; youth; social haunting;working class; mining communities; Further Education; marginalization
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
