“Remember Me”: Enabling Young People's Voice Regarding Their Futures, in a Society Striving for Economic Prosperity

This empirical paper is part of a PhD study which intends to explore the factors which contribute to selected case study schools, located in socio-economically disadvantaged areas of Scotland, achieving good educational outcomes for their pupils.  The first stage of this sequential mixed-method study identified secondary schools in disadvantaged communities which were achieving good educational outcomes for their pupils.  Then, through an embedded multiple case study approach, and drawing upon ethnographic practices, student experiences will be explored to further develop the understanding of the complex and interwoven ecological factors which influence these outcomes.  The iterative and selective intermittent time mode (phased approach) of this research will allow for the progressive focusing of this study, as influenced by the experiences of students in these case study schools. 

In particular, the research seeks to understand how young people negotiate, and act, within the restrictions and inequalities of the social world, when it comes to their ambitions and aspirations.  How do young people view their future? What are their aspirations?  How do they intend to negotiate and navigate these planned trajectories? What enables, and/or encourages, them to succeed? What do they think needs to be done to enable them to achieve further?    Are their restrictions? Do they need to, or have they, settled for more pragmatic realities?

In this particular paper, the emerging findings from the initial phases of data collection will be discussed – whilst being sensitive to the ecological framework and the view that “education cannot compensate for society” (Bernstein 1970).  In addition, the potential and intended future directions of this topical study will be highlighted.