Forhandling af ønskede deltagelsesformer og pædagogiske præferencer i relation til fastholdelse

This paper provides empirical insights into the practices of re-forming a school setting aimed at students thought to be at-risk of dropping out of a vocational educational training college. Inspired by the tradition of voiced research the paper reflects on the lived experience of teachers involved in facilitating the re-forming. Based on the analysis of 12 semi-structured interviews the paper shows how the teachers actively construct a desired and preferred participation “doing school” and “doing teacher” in a way that might re-engage the students and give them a more positive experience of schooling. However the re-forming also represents an interruption of existing institutional structures and practices. The facilitation of a different type of school and a different type of teacher establishes tensions and fractions among the teachers and their colleagues reflecting a discussion and negotiation of the boundaries of the practice of retention and education of possible drop-out students.