"Sticking Together!" Policy Activism from within a UK Coal-Mining Community

Autor/in	Bright, N. Geoffrey
Titel	"Sticking Together!" Policy Activism from within a UK Coal-Mining Community
Quelle	In: Journal of Educational Administration and History, 44 (2012) 3, S.221-236 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2012.683395
Schlagwörter	Fuels; Ethnography; Student School Relationship; Young Adults; Academic Aspiration; Foreign Countries; Geographic Isolation; Rural Education; Mining; Films; Activism; Educational Policy; Educational Attitudes; Disadvantaged; Public Policy; Youth; Social Problems; United Kingdom (England) + Suchen Sie Ihr Suchwort? Treibstoff; Ethnografie; Schüler-Lehrer-Beziehung; Young adult; Junger Erwachsener; Ausland; Ländliche Erwachsenenbildung; Abbau; Film; Aktivismus; Politischer Protest; Politics of education; Bildungspolitik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Öffentliche Ordnung; Jugend; Jugendlicher; Jugendalter; Social problem; Soziales Problem
Abstract	This article reflects on some aspects of a doctoral ethnographic study of young people disaffected from schooling in a post-industrial space of ruin in a former coal-mining community in England. It considers how their experiences of resistance and refusal of schooling can, in the relational ethos of non-school support settings, come to speak back to hegemonic policy, particularly around "aspiration". Focusing on the example of a young people's film project, data are assembled showing how a local culture of "resistant aspiration"--itself affectively linked to sedimented traditions of insubordination--forms a site of activist possibility. In this site, the ground-level resistance of the young people and the more strategically informed interventions of a group of locally originating staff come together in a moment of policy activism that displays both scope and limitation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10