Title

Towards a more telling way of understanding early school leaving

Document Type

Journal Article

Publisher

Australia's Institutes for Educational Research in NSW, SA & WA

Faculty

Regional Professional Studies

School

Regional Professional Studies Deans Office

RAS ID

4591

Comments

This article was originally published as: Hodgson, D. (2007). Towards a more telling way of understanding early school leaving. Issues in Educational Research, 17(1), 40-61. Original article available here

Abstract

This paper is concerned with research into early school leaving. A narrative interview approach was used to document and analyse the experiences, processes and decisions that a small sample of boys made prior to leaving school, in this case, before completing year 10 and 11. Data collected in 2004 indicate that schools along with students co-construct the decisions and educational pathways that many students find themselves on, pathways which sometimes lead to withdrawal, disengagement, and, finally, leaving school. On the surface, it can appear as though early school leaving is an individualised and rational phenomenon, associated perhaps with easy-to-define events that precipitate the action of leaving school. This paper suggests that early school leaving has contradictory and institutionalised histories, and that 'winnowing' may be an apt metaphor to describe this process.

Access Rights

free_to_read