This informative book examines the power of young people’s social relationships in schools to transform, or more often, to continue, differences that pervade societies: mind-body-emotional differences or Special Educational Needs and Disability, gender, poverty, race/ethnicity, sexuality, and their intersections.
The book details extensive qualitative research with young people, foregrounding their accounts. In challenging educators and others to engage with young people’s own agencies and to make space for their socialities, the concepts of embodied social and emotional capital and young people as contextual bodies/subjectivities/agencies are developed; emphasising both young people’s agencies and how these are socio-spatially situated, constrained, and enabled. The book is most concerned with how and when young people challenge and change enduring differences. The concept of ‘geographies of immersion’ outlines the potential of change inherent in the repeated coming together of the same people in space, doing similar things that are, however, always provisional and always with the potential to be done differently. Examples of when difference is transformed are presented. The book marks a major interdisciplinary contribution to geographies and social studies of children, youth and education, child development, social work, social policy and education studies.
This insightful volume is of pivotal appeal to anyone interested in young people, social reproduction and sociality: from educators, policy makers, youth workers and social workers to parents.