Being in a COSi.ed partner school: The perspectives of young Danish students on the margins of education.

Internationally, as well as in a Danish context, a relatively high – and increasing – level of education in the population has increasingly become a prerequisite for both individual and national success and stability on the (inter)national labor market and in global competition (Thomsen & Andrade 2016). Thus, the importance of young people having equal opportunities for entering – and staying and finishing - education has become a recognized and significant goal for education policies of European countries (European Commission, 2017). However, empirical studies indicate that when it comes to educational equity, making education accessible for all student will not ensure equal educational outcomes, and there are still various barriers preventing young people to succeed in education (Norwegian Directorate for Education and Training, 2014; Caspersen et.al., 2012; Hansen, 2011). Educational mobility in Europe as well as in Denmark is thus still relatively low and the dropout rate relatively high, especially for socio-economically challenged pupils and students (Karlson & Landersø, 2021; Katznelson, Jørgensen, & Sørensen, 2015).

Implementing an upscaled MaCE-model focusing on the good practices from the former Erasmus+ project Marginalisation and co-creation in new partner schools, is a core objective in the COSI.ed project. This in trying to prevent dropout and support students in reentering or completing education, making the schools more inclusive and relational oriented. The model focuses on a rethinking of teaching with a strong focus on student engagement, student-teacher relations and using an indirect approach inspired pedagogy (Gravesen et al., 2021).

But how is it to be a young person in a marginalized position in education – and (therefore) in society? How does it feel as a young person not being able to live up to societal norms for education and adult life course? Which experiences does young people situated on the margins of education have with the school system, teachers, social workers, municipalities etc.? Using the indirect interviewing method, this PhD-project examines this, asking how students in vulnerable positions experience and understand their own life conditions and opportunities/barriers in the context of their educational trajectories. And furtherly asking how it is to be met and approached differently in the COSi.ed partner school in Denmark. In this presentation, I will present the preliminary findings of the project.

References

Caspersen, J., Hovdhaugen, E., & Karlsen, H. (2012). Ulikhet i høyere utdanning: En litteraturgjennomgang for perioden 2002- 2012. NIFU rapport 32/2012

European Commission, (2017). Communication from the commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on a renewed EU agenda for higher education. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52017DC0247

Gravesen, D. T., Stuart, K., Bunting, M., Mikkelsen, S. H., and Frostholm, P. H. (Eds.). (2021). Combatting marginalisation by co-creating education: methods, theories and practices from the perspectives of young people. Emerald Group Publishing.

Hansen, E.J. (2011). Uddannelsessystemerne i sociologisk perspektiv., København: Hans Reitzels Forlag.

Karlson, K. B., & Landersø, R. (2021). The Making and Unmaking of Opportunity: Educational Mobility in 20th Century-Denmark. København: The ROCKWOOL Foundation Research Unit

Katznelson, N., Jørgensen, H. E. D., & Sørensen, N. U. (2015). Hvem er de unge på kanten af det danske samfund? Om hverdagsliv, ungdomskultur og indsatser der gør en positiv forskel. (1 udg.) Aalborg Universitetsforlag. (Ungdomsliv; Nr. 1).

Norwegian Directorate for Education and Training (2014). Utdanningsspeilet.

Thomsen, J-P., & Andrade, S. B. (2016, dec 22). Uddannelsesmobilitet i Danmark. SFI - Det Nationale Forskningscenter for Velfærd. SFI Tema Nr. 03:2016