Abstract
KEVIN PERRY, Aalborg University
IBEN JENSEN, Aalborg University
THE INVISIBLE BOY
This thinking note abstract takes its point of departure in a recent focus group interview with young people from a 7th-grade class. The focus of this interview was on what they (pupils) do to promote class well-being and a sense of community in the classroom. At the beginning of the interview, the par¬ticipants agreed that all students in their class are part of the community. Following the participants, a good class communi¬ty is when ‘you do lots of things together’. However, as the interview progressed (after eight minutes), it became apparent that at least one student was isolated and stood outside the participant’s definition of ‘good community’. It seemed almost as if they had forgotten a particular student in the class, until a question refreshed their collective memory. Participants suddenly became aware that there is at least one student in their class who does not participate in any joint activities, either in or outside school.
The question about how a group of students can collectively forget that one stu¬dent is isolated in the class must be raised.
The aim of this thinking note is to ex¬plore the mechanisms around social stigma and attempt to shed more light on the issue surrounding the ‘invisible boy’.
IBEN JENSEN, Aalborg University
THE INVISIBLE BOY
This thinking note abstract takes its point of departure in a recent focus group interview with young people from a 7th-grade class. The focus of this interview was on what they (pupils) do to promote class well-being and a sense of community in the classroom. At the beginning of the interview, the par¬ticipants agreed that all students in their class are part of the community. Following the participants, a good class communi¬ty is when ‘you do lots of things together’. However, as the interview progressed (after eight minutes), it became apparent that at least one student was isolated and stood outside the participant’s definition of ‘good community’. It seemed almost as if they had forgotten a particular student in the class, until a question refreshed their collective memory. Participants suddenly became aware that there is at least one student in their class who does not participate in any joint activities, either in or outside school.
The question about how a group of students can collectively forget that one stu¬dent is isolated in the class must be raised.
The aim of this thinking note is to ex¬plore the mechanisms around social stigma and attempt to shed more light on the issue surrounding the ‘invisible boy’.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 6 okt. 2016 |
| Antal sider | 1 |
| Status | Udgivet - 6 okt. 2016 |
| Begivenhed | Social exclusion, Postcolonial perspectives, and Discrimination - Aalborg Universitet, Sydhavnen, København, Danmark Varighed: 6 okt. 2016 → 6 okt. 2016 Konferencens nummer: SEAL No2 http://www.en.aau.dk/events/event/seminar--social-exclusion--postcolonial-perspectives-and-discrimination.cid281000 |
Konference
| Konference | Social exclusion, Postcolonial perspectives, and Discrimination |
|---|---|
| Nummer | SEAL No2 |
| Lokation | Aalborg Universitet, Sydhavnen |
| Land/Område | Danmark |
| By | København |
| Periode | 06/10/2016 → 06/10/2016 |
| Internetadresse |