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(Dis)engaging children and young people

About the programme

What characterises the trajectories of children and young people’s development, subjectification and social belonging, which are conducive to their engaging in school and everyday life in ways typically considered as positive outcomes (e.g. wellbeing, school attainment and socialisation)? Which school and institutional frames support such processes in which ways? On the other side, what characterises the trajectories instigating children and young people to disengage from school and everyday life, engage in counter-communities leading to isolation, marginalization, bullying and other forms of destructive, radicalized or even violent life conducts (i.e. school shootings, malicious damage, school burning)? And through which kinds of complex subjective, social and cultural formations are interchanging, sometimes even simultaneous, belongings to both kinds of trajectories enacted?

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Head of programme

Research program ENGAGE