Stories from the margins of the educational system

Abstract

The primary educational objective in Denmark is to ensure ‘education for all’, and one decisive logic within educational policy is that young people's transitions through the educational system and into the labour market should be accelerated and streamlined. This logic presupposes a normal transition with regard to young people's educational choices and a view of educational choice as ‘rational’ and individual. Drawing on an understanding of educational choice as socially embedded, this article focuses on ‘youth at risk’ in education, post-15 educational choices and educational transitions. The main focus of this article will be the relationship between the subjective narratives of young people and dominant political storylines on education. I shall ask how political storylines on education can be traced in young people's narratives, and if and how they affect the narratives and transitional processes of the young people in question. I shall argue that the normal transition, which is currently held up as the political ideal, risks further marginalising young people who are already on the periphery of the educational system.

Keywords:

• young people's post-15 educational choices
• youth at risk in education
• biographical reflexivity
• educational storylines
• critical moments

Notes

1. These young people all come from backgrounds with no or little tradition for education and they have all experienced primary/secondary schooling as difficult – socially and academically; experiences which are highly formative for the possible future educational pathways of young people (see Ball, Maguire, and Macrae 2000; McGrath 2009; Skov 1998; Evans 2002). Statistically they are, therefore, at risk in regard to education (Glavind 2005; Olsen 2008).

2. It was possible to provide multiple answers and, therefore, the numbers add up to more than 100%.

3. In Denmark, there is a long tradition for taking ninth form – or the additional tenth form at a boarding school. Often the boarding schools specialise in certain subjects (theatre, music, dance, sports etc., and some schools focus on practical learning as the boarding school mentioned above). As the fee for attending boarding school is substantial Danish boarding schools are mainly used by (upper) middle-class families, but also young people from less economically privileged backgrounds can attend boarding schools via support from the local council.

4. A Danish production school (PS) is a state-funded alternative school form for young unemployed people with no education. PS activities are based on workshops, where young people can get hands-on experience with various job-like activities. The school also offers basic academic skills training and educational guidance. PS training is preparatory for further education or work – but not qualifying.

5. Which was a programme for potential early school leavers (both young people who were experiencing academic difficulties and young people seeking educational pathways outside the mainstream educational system) providing possibilities for non-formal, explorative learning programmes on the basis of individually designed educational plans.