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Learning to (dis)engage? The socialising experiences of young people living in areas of socio-economic disadvantage
journal contribution
posted on 2015-09-22, 11:15 authored by Carolynne MasonCarolynne Mason, Hilary Cremin, Paul Warwick, Tom HarrisonYoung people are increasingly required to demonstrate civic engagement in their communities and help deliver the aspirations of localism and Big Society. Using an ecological systems approach this paper
explores the experiences of different groups of young people living in areas of socio-economic disadvantage. Using volunteering as an example of civic engagement it is shown that barriers and motivators for young people stem from within the micro, meso, exo and macrosystems, and that these interact
with each other, and with bio-psychological factors within individuals, to bring about differential opportunities and outcomes for young people. Through examining the experiences of three different groups of young people placed within socio-economically disadvantaged communities, considerable variation in levels of civic engagement are identified and it is suggested that some young people’s lived experiences are resulting in decisions to civically disengage. It is argued that young people need to benefit from genuine opportunities to develop self-efficacy if they are to respond to the demands of Big
Society aspirations for localised decision-making.
History
School
- Sport, Exercise and Health Sciences
Published in
BRITISH JOURNAL OF EDUCATIONAL STUDIESVolume
59Issue
4Pages
421 - 437 (17)Citation
MASON, C.L.J. et al., 2011. Learning to (dis)engage? The socialising experiences of young people living in areas of socio-economic disadvantage. British Journal of Educational Studies, 59(4), pp. 421-437.Publisher
© 2011 Society for Educational Studies, published by Taylor & FrancisVersion
- VoR (Version of Record)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2011Notes
This paper is in closed access.ISSN
0007-1005Publisher version
Language
- en