Combatting Marginalisation by Co-Creating Education by Gravesen David Thore;Stuart Kaz;Bunting Mette;Mikkelsen Sidse Hølvig;Frostholm Peter Hornbæk;

Author:Gravesen, David Thore;Stuart, Kaz;Bunting, Mette;Mikkelsen, Sidse Hølvig;Frostholm, Peter Hornbæk;
Language: eng
Format: epub
Publisher: Emerald Publishing Limited
Published: 2021-01-19T00:00:00+00:00

CONCLUSION

On paper, neither Marlene nor Stine were born marginalised or even in a vulnerable position. They are both from close-knit families with good incomes and socially accepted values. In the interviews, we discovered that their vulnerability was created through social exclusion processes. In the practice community of ‘the class’ they both experienced technologies of oppression such as being labelled ‘Stine-interrupting-machine’ or ‘different’ from the group, and by the teachers who refuse to acknowledge the seriousness or even existence of the bullying. By being labelled ‘different’, Marlene was positioned as an outsider of the community. Since childhood, she has been reproducing this position. And by positioning herself as different, she is also positioning the people around her as being the others. This positioning is an ongoing cycle that affects Marlene to this day. This analysis has shown that even though people are born into close-knit families there is still a risk of being in a vulnerable position. Furthermore, this analysis has shown that the School Society has a huge impact on young people in vulnerable positions because even though the two informants are only in vulnerable positions in school, it has made an impact on the trajectory of their lives that includes other social fields than just school. This corresponds with education being in direct coherence with the adult life and your opportunities to participate in society.

Finally, we find it necessary to emphasise the importance of viewing vulnerability in a context-based perspective, where context is seen as a dynamic construction process, and something that all agents in the field participate in, act in, interact with and co-create (McDermott, 1996). This has been the case for both Stine and for Marlene. We find this perspective very important for practitioners to acknowledge and remember in their daily practice with young people.

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