Abstract
This chapter extends the arguments presented in the preceding chapters of Part III. It recognises that belonging is multi-dimensional and multi-faceted and proposes that a sense of belonging can have both productive and counterproductive impacts for marginalised young people. Three spatial lenses are useful. First, the lens of physical space highlights that place-based education approaches and the material configuration of classrooms impact on belonging. Second, the pedagogical space points to resources for belonging such as keeping learning environments small and drawing on students’ knowledges and interests. Finally, the relational space refers to care and the analogy of ‘family’ to describe educational settings where students feel they belong.
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Notes
- 1.
Watson (1994) also shows how the teenage labour market was more restricted for females than for males, and deteriorated significantly in the 1970s.
- 2.
An initiative by The Guardian newspaper in the UK in 2001 and 2011, based on an earlier version by The Observer newspaper in 1967 and 1996.
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te Riele, K. (2018). Reflecting on Belonging, Space, and Marginalised Young People. In: Halse, C. (eds) Interrogating Belonging for Young People in Schools. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-75217-4_12
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