A critique of ‘Early School Leaving’, ‘Drop Out’ and ‘NEET’ from the UK, Denmark and Norway: marginalisation and co-created education research project

Stuart, Kaz ORCID: https://orcid.org/0000-0002-7952-5779 (2020) A critique of ‘Early School Leaving’, ‘Drop Out’ and ‘NEET’ from the UK, Denmark and Norway: marginalisation and co-created education research project. Journal of Higher Education Theory and Practice, 20 (7).

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Abstract

The European Marginalisation and Co-created Education (MaCE) project co-created proposals for an equitable education system through participative action research with students and young people. Academics and university students co-researched between one and five young people’s educational experiences each using an ‘Indirect Approach’ (Bunting and Moshuus, 2017) This paper presents a critical contextual overview of ‘Early School Leaving’, introduces the Indirect Approach, and presents the findings from the first year of research across three countries in the light of the Equalities Literacy Framework. Conclusions are drawn from suggestions made by young people and researchers.

Item Type:	Article
Journal / Publication Title:	Journal of Higher Education Theory and Practice
Publisher:	North American Business Press
ISSN:	2158-3595
Departments:	Centre for Research in Health and Society (CRIHS)
Depositing User:	Kaz Stuart
Date Deposited:	16 Nov 2020 09:06
Last Modified:	13 Jan 2024 11:01
URI:	https://insight.cumbria.ac.uk/id/eprint/5772

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