‘Dropping Out’, Drifting Off, Being Excluded, Becoming Somebody Without School Smyth J. & Hattam R. (2008). IFTHIKA “SHINE” NISSAR, M.A. CSUSB EDUC EDUCATIONAL INSTITUTIONS AS CULTURAL AND SOCIAL SYSTEMS

Activity – Self Reflection Middle school and high school years… 1. What did you like and why? 2. What did you not like and why?

Schooling System in Sri Lanka Preschool K th Grade - Ordinary Level (O/L)Examination 8 subjects/courses, Grading System – D, C, S, F 11 th and 12 th Grades – Determinant of major area of study – Medicine, Law, Commerce, Business, Education etc… 4 Subjects/courses, Advanced Level(A/L) Examination is the entrance exam to university Competitiveness in attending university Government funded schools and universities Parents support during school and university – so the focus is only in studying…

A Quick Overview of the Book By conducting interviews, authors concentrated in obtaining the following information from sample of the young population (Smith & Hattam, 2004). 1. Decision making process of the young people leaving school 2. What the young people thought of school based on their experience in the school culture, leaving to go find work, returning back to school and transitioning in to adult life. 3. Theory or the belief of the young people about what worked or did not work about school 4. The experience of these young people during the last days of schooling. 5. Complex lives lead by some students and how view the nature of the school system and the society they live in.

Chapter 3 Becoming Somebody with or without School Youth Identity Formation Interferences Media culture Children Seen and Heard Suicide Illegal Substances Becoming eco. independent: Learning about Work without School

Group Discussion – In Groups of 3-4 Youth Identity Formation Interferences Media culture Children Seen and Heard Suicide Illegal Substances Let’s explore the facets that young people see them selves in a project called “becoming somebody.” Becoming eco. independent: Learning about Work without School

Youth Identity Formation Youth view themselves as “less visible – that is to say, the behind the scenes negotiations of power” (Smyth & Hattam, 2008, P. 68) a. Youth identity formation is absent from policy discussion b. Young people negotiate their own meaning in order to fit in the society by making decisions in the following areas: Education - How much schooling they want and how they view the nature of school Economic decisions – If they are ready for a job Socio-cultural – How they fit in the culture

Interferences Family + culture = school when these two don’t work together, it affects schooling… a. Issues of the “generational gap” and “power gap” between teachers and students b. Schools assist or hinder the process of economically independent c. friendships and antagonisms get played and often hinder school completion. d. family life affects the private life in completing school

The impact of Media Culture Media plays a big role in identity formation of young people a. Internet and electronic media b. Music, dance, T.V. advertisements etc… c. Films d. Books, magazines and print media

Children Are Now Seen and Want to be Heard a. Authoritarian teaching is out the door b. Autocratic approaches don’t work c. The power of affection and building relationships – Works! d. Student engagement – small group work, getting them involved, welcoming their feedback - Works!

Large Group Activity What is the impact of the following in the school culture 10 years ago and now? Suicide Illegal Substances Media

Friendships Friendship was the reason for students to stay in school and complete school… “Not surprisingly, friendships and intimacy were considered significant reasons for staying at school, and hence constituted a significant site for doing identity work. That is becoming somebody was being negotiated through relationship with peers.” (p.82, Smith & Hattam, 2004).

Becoming Economically Independent: Learning about Work without School Self-making process of becoming somebody – navigating their lives from school. Towards economic independence. Some young people viewed school as waste of time because school did not teach them skills needed (to get a job, navigate the labour market..etc)

Chapter 3 Doing Identity Work: Class, Race and Gender Constellation of Class, Gender and Race Even though schools always presented as empowering young people, it was not the case for the young people who participated in this study. Let’s find out more…

Constellation of Class, Gender and Race Class Capitalism Gender Patriarchy Race Racism We need to be aware of tensions, contradictions in the institutional life of school settings… Activity share with a partner…

Class as a Site of Identity Formation Early school leaving is not seen as a problem for elite private schools or well-off public schools. Schooling does not work for people who have the least amount of wealth. ◦Economic capital – wealth, inheritance… ◦Cultural capital – level of education, travel… ◦Social capital - connections

GENDERED SCHOOL LEAVING Patriarchy can be understood as the “order of things”… male/female GENDER DIFFERENCE AND SCHOOLING The following are concerns according to feminist research… Failing to depict the range of contribution by women Traditional stereo types around gender identity tends to undermine the post- school options especially for girls

In Dealing with Racism The highest likelihood of becoming early school leavers are Aboriginal young people who are the indigenous students. ◦These students were shamed, humiliated or embarrassed by teachers. ◦Students reported having trouble getting help from teachers. ◦Students left school because they did not want to deal with racial slurs, feeling embarrassed in the classroom and because they could not get help…

In theorizing youth identity formation… There is a need to struggle with two competing imperatives: 1. Understand and appreciate the uniqueness of individuals. 2. Generalize and discover similarities in diversity

Q & A THANK YOU!