Youth perspectives: schooling, capabilities frameworks and human rights

Abstract

Interviews with 14–19 year olds in England and Wales are analysed to explore young people’s perceptions of the experience of school and of alternative settings for learning such as further education colleges or work‐based learning. Many experience school as oppressive, suggesting a defeasance of their rights as human beings. The paper posits that conceptualisations of childhood, rather than offering protection, may lead to vulnerability, and that in secondary schools there are negative and disabling relationships between teachers and learners. If secondary pupils are conceived as vulnerable and marginalised, frameworks to address issues of social justice and inclusion for disadvantaged groups may be relevant. A capabilities approach to assuring the well‐being of young people is explored as an alternative theory within which to evaluate schooling and to adjust relations between young people and staff.

Acknowledgements

Thanks are due to Daniela Sommerfeldt for her helpful suggestions and insightful comments on an early draft of this paper. The research in local authorities two and four was co‐directed by Jacky Lumby and Stephen Gorard. Anthea Rose, Emma Smith and Kenneth Tangie were members of the research teams.