| European Educational | ISSN 1474-9041 | ||
| Volume 4 Number 2 2005 | |||
Other issues available | Journal home page | Publisher home page | |||
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CONTENTS | |||
| [click on author's name for
abstract and full text] | |||
| SPECIAL
ISSUE
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| An International Model for Developing Capacity for Addressing the Needs of ‘At Risk’ Youth: a French–English affaire? |
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| This article describes a bi-national project planned with Interreg (European) funding involving communities in Kent and Nord Pas-de-Calais. The focus is on ‘at risk’ youth and training and supporting personnel, and action to address the needs of this client group. The differences in the two systems mean that the forms of the project are different on the two sides of the Channel and the ways of proceeding are necessarily dictated by local cultural imperatives and conditions; the French centralised system where core services are enhanced to deal with new or increasing problems confronts the English style of short-term projects made up of alliances of agencies and community groups working in partnership with schools. |
| Preventing School and Social Exclusion: a French–British comparative study |
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| Statistics in European countries show the same trends, for example: social inclusion depends on inclusion in education, training or employment, and life chances are greatly improved if the level of qualifications is high; in all European countries, economic growth still leads to the existence of ‘pockets’ of poverty and economic and social relegation. The schools whose students get results below the national average are located in such areas. Nevertheless, educational policies for addressing disaffected young people in European countries are different, as they are linked with choices made among the European paradigms of social exclusion and models of schooling. This article extends the findings from a comparative study for which Professors Carl Parsons and Danielle Zay were responsible in the European Interreg programme. Research teams in France and England included academics and practitioners in two disadvantaged regions, Nord Pas-de-Calais on the French side and Kent on the English side. The study aimed to find practices and strategies likely to help disaffected young people. The comparative approach was worthwhile since the two countries represent opposing perspectives on exclusion and its prevention at school level among the European paradigms. The English and French teams’ approach was drawn from the same theoretical background, the same paradigm of school and social exclusion. The starting question which articulates the others was: How can schools deal with problems which come from elsewhere? This article introduces the results of this collaborative inquiry, addressing both the schools’ staff and young people in schools, many of whom were dropping in and out of school. It was these initial results that prompted us to submit a new Interreg project as a development from the previous one. |
| A Case Study of a Lithuanian Foster Family |
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| The authors discuss the problems of children’s foster care in Lithuania in the context of European dimensions. The article consists of two parts. The first part presents the main changes in the children’s care system in Lithuania. The first part reveals the discussion of the paradigm of children’s foster care in both the Western and Lithuanian contexts. The design of the qualitative research into foster families and the data from the case study are presented in the second part. Here the authors also present the results of the case study of a Lithuanian foster family. The results of this research might be interesting and relevant at national and international levels, because countries in transition lack experience in the field of children’s care and it could be useful for Western countries. |
| Children’s Visual Representations of Food and Meal Time: towards an understanding of nutrition and educational practices |
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| Within the broad perspective of school and social exclusion, this article pays attention to an important factor of exclusion: overweight and obesity in primary school children. An interdisciplinary research was conducted and aimed at the study of social representations and practices surrounding food which primary school children, their parents and their teachers hold. This article proposes, firstly, an analysis of drawings produced by the children. Most of them represented dinner time as a social event when the family gathers together. It is pictured as a pleasant and joyful moment of the day, in settings of people standing close to one another or sitting around a table. While concrete references to the act of eating are present, it is the spirit of family reunion that predominates. Secondly, the article will clarify the perspectives teachers have regarding their role in educating for healthy food habits. Holding a prevention perspective, the conclusion will stress the importance of partnerships between parents and schools that should be enacted. Joint interventions should be planned for. |
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