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Title: An intergenerational ethnography of school disaffection in a post-industrial coal-mining area
Author: Bright, Nigel Geoffrey
Awarding Body: Sheffield Hallam University
Current Institution: Sheffield Hallam University
Date of Award: 2013
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In meeting the regulations described in Article-based PhD: Guidance notes for staff and students at Sheffield Hallam University, this thesis critically situates a series of five peer-reviewed articles published in international scholarly journals during the period 2010- 2012. All of these articles have been derived from the analysis of a body of empirical ethnographic material gathered during a doctoral inquiry which commenced in 2006. The principle topic of the doctoral inquiry is an ethnographic examination of intergenerational experiences of educational 'disaffection' in four former Derbyshire coal mining communities during a period of de-industrialisation, exploring the intersection between education and aspects of class, gender, community, culture and history particular to those communities. A key focus is the investigation of school disaffection as an affective aspect of local historical geographies of resistance and conflict relating, in particular, to the 1984-85 miners' strike. The inquiry makes an original contribution to knowledge in the following ways. First, by producing and analysing a 250,000 word data-base of ethnographic materials, it extends the empirical knowledge of lived experiences of educational disaffection in de-industrialised and post-conflict settings. Secondly, in disseminating related research products throughout the international research community, it establishes a case for seeing school disaffection as significantly related to affective contexts of class experience and thus makes a contribution to the international literature. Thirdly, it contributes to the development of an innovative interdisciplinary account of the social flows of affect as they impact on education. Fourthly, it contributes methodologically to the field of educational ethnography by proposing that the discernible impact of such flows of affect on young people's educational identities necessitates a reimagining of the educational ethnographic project in line with the 'affective turn' (Clough, 2007) in social theory. Finally, it draws out some implications for youth support provision in de-industrialised and post-conflict communities by theorising a new form of critical intergenerational youth support practice.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available