Staying in school, not dropping out – pupils’ voices

Anne-Mette Bjøru; Education in the North

doi:10.26203/85yh-nn44

Staying in school, not dropping out – pupils’ voices

Anne-Mette Bjøru^* (Corresponding Author), Education in the North

^*Corresponding author for this work

University of Tromsø – The Arctic University of Norway

Research output: Contribution to journal › Article › peer-review

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Abstract

This article asks: What can highly motivated pupils in upper secondary school tell us about dropout and relations? Bauman’s concepts: ‘liquid identity’ (2011) and ‘instant living’ (2012), as well as literature on ‘relations’ (Spurkeland, 2011; Drugli, 2012) provide the theoretical backdrop for the study. The findings are based on nine individual interviews with pupils, each lasted approximately one hour. They share their thoughts, beliefs and experiences relating to school days, workloads, relations to others, school subjects and dropout. The study shows that also highly motivated pupils do think about dropping out from school, and they present ways to establish relations in class, both inter-personally and in school-subject settings.

Original language	English
Pages (from-to)	238-258
Number of pages	21
Journal	Education in the North
Volume	25
Issue number	1-2
DOIs	https://doi.org/10.26203/85yh-nn44
Publication status	Published - 11 Aug 2018

Keywords

North Norway
upper secondary school
qualitative research
dropout
relations

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10.26203/85yh-nn44Licence: CC BY-NC

Bjoru_EITN_Staying_in_School_VOR
This is an open-access article distributed under the terms of the Creative Commons Attribution-Non- commercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.
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Cite this

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abstract = "This article asks: What can highly motivated pupils in upper secondary school tell us about dropout and relations? Bauman{\textquoteright}s concepts: {\textquoteleft}liquid identity{\textquoteright} (2011) and {\textquoteleft}instant living{\textquoteright} (2012), as well as literature on {\textquoteleft}relations{\textquoteright} (Spurkeland, 2011; Drugli, 2012) provide the theoretical backdrop for the study. The findings are based on nine individual interviews with pupils, each lasted approximately one hour. They share their thoughts, beliefs and experiences relating to school days, workloads, relations to others, school subjects and dropout. The study shows that also highly motivated pupils do think about dropping out from school, and they present ways to establish relations in class, both inter-personally and in school-subject settings.",

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Staying in school, not dropping out – pupils’ voices

Abstract

Keywords

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