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Dropping out/dropping back in: Matters that make learning matter
Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. (Centrum för kultursociologi)
Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. (Centrum för kultursociologi)
2017 (English)In: Queensland Review, ISSN 1321-8166, E-ISSN 2049-7792, Vol. 24, no 1, 57-74 p.Article in journal (Refereed) Published
Abstract [en]

Nearly one in three students living in the segregated, multicultural city of Malmo ̈ , Sweden, fails to finish school with a completed diploma. To remedy this situation, students can attend introductory programs, but only some students who do so end up with a diploma. The aim of this article is to understand why young people from a migration background drop out of secondary school and why some of them drop back in and become school achievers. We explore what makes learning matter among youth who drop back into schooling. In seeking possible answers to this question, we listened to and learned from the students themselves. We hope readers will learn about the elementary forms of an enabling opportunity structure for school achievement, about the significance of relational capital, and about the deeply associated meanings of family and friendship and their importance to school success. The article is framed by the interdependencies of two conditioned temporalities: the temporality of the past — that is, the dropping-out process — and the temporality of the present, that is, the dropping-back-in process. We argue that school failure is not an inevitable phenomenon, and show that young people who are supported to drop back into schooling can discover that they are capable of learning with passion and perseverance. 

Place, publisher, year, edition, pages
2017. Vol. 24, no 1, 57-74 p.
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
URN: urn:nbn:se:lnu:diva-65415DOI: 10.1017/qre.2017.9OAI: oai:DiVA.org:lnu-65415DiVA: diva2:1110544
Projects
An Educational Dilemma: Multicultural Incorporation and School Achievement
Funder
Swedish Research Council, 2009–6152
Available from: 2017-06-15 Created: 2017-06-15 Last updated: 2017-06-19Bibliographically approved

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Lund, AnnaTrondman, Mats
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf