Abstract
In their concluding chapter Brown, Kelly and Phillips each contribute closing remarks about future options for thinking about young people’s engagement in the middle years. Phillips explores the value of socio-ecological models and integrated life-course service frameworks. He suggests ‘maranguka’ offers a model for ‘caring for others’ and of collaboration between services to improve young people’s engagement. Brown engages with the concepts of the ‘precariat’, ‘nomad self’, ‘affirmative ethics’, ‘endurance’, and the UN’s Sustainable Development Goals, to frame support for young people as they work towards affirmation in the middle years. Kelly canvasses the posthuman literatures on ‘complexities’, ‘entanglements’ and ‘convergences’. He suggests that a ‘posthuman ethics’ provides a framework for disruptive thinking to remake education processes for the trouble we find ourselves in.
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Brown, S., Kelly, P., Phillips, S.K. (2020). Conclusions. In: Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-52302-2_5
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