Cluster analysis: Cluster 1: education/justice/society

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Abstract

In this report the results of the meta-ethnography of Cluster 1 ‘Education/justice/society’ are summarised. It covers data from four ethnographic case studies in four different countries: Estonia, Great Britain, Portugal, and Spain. All case studies were conducted with groups of participants who, in general, presented long paths of conflict with major normative social institutions like the family, school, employment or the law, frequently leading to stigmatization, academic failure and/or school dropout, difficulties in finding a job, or to delinquent and criminal behaviour. The cluster analysis responded to three research questions and originated sixteen main concepts. It was possible to understand that young people tend to respond to their conflicts whether by i) remaining in conflict; ii) actively searching for support and opportunities; and iii) navigating the conflicts. Regarding to what inhibits or enables youth involvement, five main issues were identified: i) generalised negative social representations of youth; ii) amplifiers of young people’s discrimination; iii) conflict generates conflict; iv) opportunities generates opportunities; and v) the power of significant relationships. Finally, concerning how do interventions with young people enhance or inhibit youth social involvement, eight main concepts emerged: i) inhibited by the label; ii) apathy and withdrawal from interventions: latent rejection; iii) when stigma can become enabling: rejecting the label- the case of the young person who fought back; iv) skill development and practical support; v) creating a safe space; vi) modelling supportive relationships and recasting authority; vii) building confidence and emotional resilience; and viii) promoting generativity: giving back.
Original languageEnglish
PublisherUniversity of Manchester
Number of pages50
Publication statusPublished - 2019

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