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- The right to a second chance: lessons learned from the experience of early school leavers who returned to educationPublication . Martins, Filipe; Carneiro, Alexandra; Campos, Luísa; Ribeiro, Luisa Mota; Negrão, Mariana; Baptista, Isabel; Matos, RaquelBased on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people’s responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engage-ment from the point of view of a group of 20 Portuguese young early school leavers who later returned to school through Second Chance Education. Through a qualitative approach using individual in-depth interviews, participant observation and focus group, the study sought to offer a comprehensive reading of early school leaving and school re-engagement by address-ing the diversity of motivations, experiences, factors and consequences associated with them, as well as the role that educational policies and school factors can play in it. The study’s findings revealed that, for many socially and economically vulnerable youngsters, mainstream schools are places of individual failure and interpersonal conflict where they don’t feel wel-comed and from which they stop expecting positive outcomes. This favours a progressive disengagement from education that reinforces social marginalisation. However, the findings also showed that by engaging in second chance education projects, youngsters develop greater commitment to education and identify relevant positive changes in terms of personal and skills’ development, behavioural adjustment and establishment of life goals. According to the participants’ experiences, the holistic and individualised socio-pedagogical approach of such projects is particularly apt to respond to their needs. Community-based educational approaches, practical and participatory learning environments, and the emotional investment and support from teachers and staff are shown to be the most effective socio-educational features when trying to re-engage vulnerable young people in education.
- Labelled as ‘risky’ in an era of control: how young people experience and respond to the stigma of criminalized identitiesPublication . Deakin, Jo; Fox, Claire; Matos, RaquelThe construction and labelling of groups of young people as ‘risky’ triggers a multifaceted and dynamic social process of stigma that frequently results in reduced life chances and limited opportunities for self-development. Drawing on case-study data from four European countries, this article focuses on the ways in which stigma is reproduced through interactions and interventions that label young people. Our analysis explores how young people experience and understand stigma, and how they respond to it. Framed within a theoretical understanding of stigma as a form of power, we examine its components and cyclical process, its role in shaping policies of social control, and its consequences for groups of ‘risky’ young people. Our analysis builds upon and develops Link and Phelan’s (2001) reconceptualization of stigma to include reference to young people’s reactions and responses: alienation and marginalization; anger and resistance; empathy and generativity. We argue that stigma acts primarily as an inhibitor of young people’s engagement in wider society, serving to further reduce access to beneficial opportunities. However, some young people are able to resist the label, and, for them, resistance can become generative and enabling.
- Gender, vulnerability and everyday resistance in immigration detention: lived experiences of women detaineesPublication . Esposito, Francesca; Matos, Raquel; Bosworth, MaryThis paper examines immigration detention by looking at women’s experiences of confinement in a Portuguese detention facility. The empirical data—comprising participant observations, informal conversations and interviews with detained women—are read through an intersectional lens. This approach illuminates constructions of gender and sexuality in their mutual and contextualised articulation with other power relations (e.g., processes of racialisation and ethnicisation stemming from colonial histories), as well as the reconfiguration of these constructions by women themselves. Doing so also focuses on the intertwinement between power and resistance in daily life in detention. The women we met did not passively accept their situation, but rather struggled to make sense of, navigate and challenge the detention system. To this effect, they deployed multiple forms of agency, which also passed through the rejection, acceptance and reappropriation of hegemonic gendered constructions and their use in strategic ways to negotiate their positions vis-a-vis the system.
- Labelled as ‘risky’in an era of control: how young people experience and respond to the stigma of criminalized identitiesPublication . Deakin, Jo; Fox, Claire; Matos, RaquelThe construction and labelling of groups of young people as ‘risky’ triggers a multifaceted and dynamic social process of stigma that frequently results in reduced life chances and limited opportunities for self-development. Drawing on case-study data from four European countries, this article focuses on the ways in which stigma is reproduced through interactions and interventions that label young people. Our analysis explores how young people experience and understand stigma, and how they respond to it. Framed within a theoretical understanding of stigma as a form of power, we examine its components and cyclical process, its role in shaping policies of social control, and its consequences for groups of ‘risky’ young people. Our analysis builds upon and develops Link and Phelan’s (2001) reconceptualization of stigma to include reference to young people’s reactions and responses: alienation and marginalization; anger and resistance; empathy and generativity. We argue that stigma acts primarily as an inhibitor of young people’s engagement in wider society, serving to further reduce access to beneficial opportunities. However, some young people are able to resist the label, and, for them, resistance can become generative and enabling.
- Entre a maioridade penal e a menoridade civil: perspetivas de profissionais da área da JustiçaPublication . Silva, Tiago; Barbosa, Mariana Reis; Matos, Raquel; Fernandes, Raquel VeludoO presente estudo tem por objetivo examinar as perceções de profissionais que traba-lham na área da justiça, relativamente à aplicação da medida de prisão preventiva a jovens com idade inferior a 18 anos. Para esse efeito, 17 profissionais foram entrevistados. A análise dos dados revelou que a medida de prisão preventiva pode, na perspetiva dos profissionais, constituir-se como um fator positivo quando é considerada a segurança da sociedade; porém, pode constituir-se como um fator negativo quando somente o jovem ofensor é considerado. lém do mais, a medida de prisão preventiva parece carretar consequências negativas a longo prazo, quer para o jovem quer para a sociedade