Active learning

, 22

Administrative co-workers

, 5–6

Aesthetic(s)

, 93–94

experiences

, 93–94

American selves

, 213–214

Anxiety

, 172

Arts

, 9–10, 92–93, 98–99

At-risk students

aesthetic experiences

, 93–94

and arts

, 92–93

indirect approach

, 94–95

learning through emotional and perceptual experiences

, 99–100

stories

, 95–99

Bad schools

, 143–144

Barometer of Completion

, 34

Blackpool

contextual analysis

, 139–141

method

, 141–142

solution from voices of youth

, 142–147

Bullying

, 10, 106–107

Change

, 182

Civilizing Process, The

, 10, 116–117, 120–121

through education

, 124–125

high expectations and pressure of education

, 120–121

influence of earlier experiences in primary school

, 122–124

lack of support and understanding

, 117–119

Norbert Elias and

, 116–117

voices of three students

, 117

Classroom management

, 81–82

Co-creating/co-creation

, 20, 22, 199–200, 202

learning

, 22–23

Co-learning in research

, 209–210

Co-participatory analysis

, 182

Co-researchers

, 19–21, 24

Combatting marginalisation by co-creating education

, 207

Communication

, 160–162

Community

, 20–21

matters

, 148

of practice

, 23–24

Context

, 104, 142–143

Converse dialogue

, 160–161

Crafts

, 70

Critical theoretical lens

, 38–41

Cultural capital

, 108–109

Danish Folkeskole

, 105–107

Dehumanisation

, 107

Denmark, policy messages

, 35–38

Depression

, 110–111, 172

Dialogue

, 160–162

Disadvantage

, 48, 141, 145

Distinction

, 124

Dropout

, 30, 38–39, 66–67, 129

Early school leaver (ESL)

, 30

critical theoretical lens

, 38–41

critiques

, 40–41

policy messages

, 31–38

Early school leaving

, 18–19, 30, 38–39, 48

Ecological model

, 141

Education(al). See also Inclusive education

, 124–125, 141, 168, 196–197

justice

, 219–221

policies

, 49

system

, 17

Engagement

, 92, 158, 160

Equalities Literacy Framework

, 4, 8–9, 48, 50, 142, 157, 214

in higher education

, 202

momentary trajectory

, 55–57

oppression or liberation technologies

, 53–54

positioning by others

, 52–53

positioning of self

, 54–55

pre-existing context and lived experience

, 50–52

Equalities Literacy Model, The

, 6–7

Equalities Literacy Theory

, 104

Equality

, 49, 196–197

Equity

, 154–155, 197

Ethnographic/ethnography

, 63–64

DNA

, 63

project

, 65

Family

, 168

matters

, 147–148

First-generation students

, 17

Formal education

, 154, 156–158

Friendships

, 168, 171

Funding

, 148–149

Global Hope

, 216

Gymnasium

, 123, 125

Happenstance

, 67–68

Higher education. See also Inclusive education

, 17, 196–197

co-constructed and socio-cultural learning

, 198–199

equality literate in

, 202

indirect approach in

, 201

minding context

, 199–200

WELD model and implication for

, 202–205

Home

, 105

Homework

, 83–86

Hyphenated selves

, 213–214

Inclusion

, 127–129

Inclusive education

, 127–129

complex picture

, 129–130

lacking inclusion in education

, 134–136

narratives of lacking inclusion

, 130–133

works

, 133–134

Indirect Approach, The

, 5–7, 9, 62, 64, 94–95, 154–155, 157, 161

balancing act

, 65

basics

, 62–64

crafts

, 70

direction of interview

, 70–71

happenstance

, 67–68

in higher education

, 201

methodology

, 182–183

mutual understandings

, 66–67

power relations

, 72

questioning technique

, 169

storyteller

, 68–69

Inequality

, 49

Inequity

, 49

Informal education

, 154, 156–158

International studies

, 92

Invert dialogue

, 160–161

Knowledge

, 64

Labour markets

, 4

Ladder of participation

, 158–159

Learner as teacher

dynamic

, 64

paradigm

, 69

Learning through emotional and perceptual experiences

, 99–100

Legitimate peripheral participation

, 23

Liberation technologies

, 53–54, 144–145

Literacy

, 48, 196–197

Lived experiences

, 142–143

Low self-efficacy

, 110–111

Marginalisation

, 104, 182–183

comparative helicopter view on findings

, 183–185

WELD

, 188, 190, 192

Marginalisation and Co-created Education (MaCE)

, 4, 8, 12, 16, 20, 23–24, 52, 62, 210

community

, 220

cornerstones

, 198

experiences

, 154–155

project

, 139–140

researchers in

, 62

team

, 57

Modern ethnography

, 63–64

Momentary trajectory

, 55–57

implications for practitioners and researchers

, 56–57

Motivation

, 92, 97–98

Music

, 98–99

Muslim’ selves

, 213–214

Mutual understandings

, 66–67

Narratives

, 62, 82–83, 110, 128, 185, 196–197

Neglect

, 173–174

Neoliberal meritocracy

, 149

Norbert Elias

, 116–117

Norway, policy messages

, 33–35

Norwegian educational system

, 128

Not in Education, Employment or Training (NEET)

, 30–32, 140–142

Oppression technologies

, 53–54, 144–145

Opting out

, 40

Participation

, 158–160

in research

, 209–210

Policy messages

, 31–38

Denmark

, 35–38

Norway

, 33–35

United Kingdom

, 31–33

Policymakers

, 49

Portal

, 215–219

Positioning

by others

, 52–53, 143–144

of self

, 54–55

Post-secondary education

, 16

Power relations

, 72

Practical teaching

, 135

Practice communities

, 105

Pressure of education

, 120–121

Primary school

, 82–83

influence of earlier experiences in

, 122–124

Privilege

, 48

Production school

, 11

Pulling out

, 40

Pushout

, 39

Reflecting ‘in’ action

, 162

Reflecting ‘on’ action

, 162

Reflective practice

, 162–163

Relations

, 168

Relationship

, 209–210

Repercussions of school transfer

, 107–110

Research

, 66–67

Safety

, 156

Scholars

, 5–6

School(s)

, 105, 130

failure

, 66–67, 92

leaving

, 38–39

matter

, 148–149

society

, 16, 108–109

teachers

, 81–82

Secondary school

, 82–83

Self-efficacy

, 111

Self-positioning

, 145–146

Social determinants of health model

, 141

Social exclusion

process

, 104–107

repercussions of school transfer

, 107–110

in schools

, 10

trajectories and low self-efficacy

, 110–111

Social inclusion

, 16–17, 154–155

Social reproduction

, 10–11, 141–142

Socio-cultural learning

, 8, 198–199

co-researchers

, 21–24

methodology

, 17–18

social inclusion and higher education

, 17

students

, 18–21

Solutions

, 183

Sports Club College

, 146–147

Stine-interrupting-machine

, 107

Stories

, 219–221

Storyteller

, 68–69

Student–teacher relationship

, 9, 81

homework

, 83–86

vulnerable children and young people in school

, 81–82

young people’s narratives

, 82–83

Support

, 169–173

Supportive communities

, 169

Symbolic violence

, 149–150

Teacher as learner paradigm

, 69

Technologies of oppression or liberation

, 53–54

Towns matter

, 149

Trajectories

, 110–111, 146–147

Traumas

, 122–123

Turnaround teachers

, 81–82

UngSA study

, 94–95

United Kingdom, policy messages

, 31–33

University College of Southeast Norway, The

, 6–7

University of Cumbria in United Kingdom

, 6–7

Vent diagrams

, 217–218

VIA University College in Denmark

, 6–7

Vulnerability

, 104

Vulnerable children in school

, 81–82

Vulnerable positions

, 104

Vulnerable young people

, 80

in school

, 81–82

Well-being

, 100, 141

Well-being, education, learning and development (WELD)

, 188, 190, 192, 197

model and implication for higher education

, 202–205

Young people

, 8, 16, 128, 154

dialogue and communication

, 160–162

engagement and participation

, 158–160

lenses

, 155

narratives

, 82–83

reflective practice

, 162–163

stories

, 82

understanding and accessing

, 155–157

Young students

, 116–117, 120–121

‘Your future deserves preparation’ campaign

, 36–37

Youth Voices in Education: Methods, Theory, Practice

, 6–7

Youth work

, 155–156, 159–160