By Paul Croll
This highly topical monograph specializes in how childrens of their first 12 months of highschool think approximately institution, its position of their lives and its function of their futures. The theoretical context of the research is the point of interest in academic experiences on children’s voice and children’s lively position in schooling, including the focal point within the sociology of early life on youngsters as lively constructors in their lives and youth as a subject matter of significant research. the significance of younger people’s existence plans and the alignment among schooling and goals used to be recognized within the Sloan beginning learn of yankee young children. in lots of Western societies there's drawback that kids from much less advantaged social backgrounds have constrained aspirations, and are disproportionately not going to visit collage. This ebook is extremely proper to figuring out the character of children’s engagement with schooling, the alternatives and constraints they event and the explanations a few teenagers fail to use academic opportunities.>
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Extra info for Children's Lives, Children's Futures: A Study of Children Starting Secondary School (Continuum Studies in Educational Research)
Partly we were concerned with this in relation to their views of school and how far they thought that what happened at school would determine what would happen in the future. This is dealt with in more detail in Chapter 5 but is also considered briefly here. More generally, we were concerned with the role they attributed to personal agency: how far they saw the way their personal future would work out in terms of their own efforts and capabilities, and how far they saw it as something beyond their control.
Having your own was largely seen by the children in terms of independence from their parents, as well as being necessary in order to start their own families. The theme of independence came up in several interviews. Steven explained how having his own home is very important as he does not want to live with his parents for the rest of his life and he was also projecting forward to a future after his parents' deaths: I love my parents but, if I lived with them for too long I don't think my life would be happy and I wouldn't have any independence and, like, when I do lose them, I'd be kinda stuck on my own.
Where children had discussed educational futures with their parents this was almost always in a positive context of future participation and often involved higher education and possible jobs. For these children their educational careers had become a family project: 'My dad tells me what he hopes for me' (Steven); 'My mum asks me about it [future educational plans] a lot.
Children's Lives, Children's Futures: A Study of Children Starting Secondary School (Continuum Studies in Educational Research) by Paul Croll