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Et kvalitativt casestudie af grunde til fravær set i kontekst

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Dansk:
Denne artikel viser, at unges grunde til fravær fra skole er meningsfulde set i lyset af netop det liv, den enkelte lever – noget som tidligere forskning har overset. Artiklen præsenterer to ottende klasses-drenges forståelser af de kontekster, der er vigtige for dem, og konkluderer, at fravær bliver en meningsfuld handling set i lyset af, hvordan drengene forstår disse kontekster. Artiklen viser ydermere, hvordan disse forståelser af kontekster sammenflettes i drengenes liv, hvilket betyder, at kontekster, der ikke umiddelbart har noget med fravær at gøre, stadig har indflydelse på drengenes grunde til fravær.

English:
This article argues that children’s perspectives on absence are meaningful when considered from the perspective of the life that they lead. It then attempts to shed light on this matter by exploring a case of two eighth-grade boys with a high amount of absence, based on group interviews and two weeks of observation. The analysis focuses on understanding the boys’ reasons for their absence in light of how they present the contexts that are important to them. This analysis shows that absences are meaningful actions when seen in the light of how the boys understand their school, home, friends, themselves and their future. Each of these understandings are intertwined with each other, such that contexts, which do not seem related to absences, may nevertheless affect the boys’ reasons for the absence. One implication is that if we do not understand children’s own perspectives on the contexts in which they take part and how this relates to their reasons for absence, then interventions run the risk of not affecting absence and having unintended consequences.
Translated title of the contributionChildren’s perspectives on absence is meaningful when considered from the perspective of the life that they lead
Original languageDanish
JournalPædagogisk Psykologisk Tidsskrift
Volume57
Issue3
Pages (from-to)3-17
ISSN1903-0002
Publication statusPublished - 2020

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