Mentoring troubled pupils as a means of promoting citizenship, identity and community cohesion.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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Publication details

Title of host publicationCreating communities
DatePublished - 2012
Pages115-120
Number of pages6
PublisherCice
Place of PublicationLondon
EditorsPeter Cunningham, Nathan Fretwell
Original languageEnglish
ISBN (Electronic)1470 6695
ISBN (Print)9781907675195

Abstract

This paper focuses on how the mentoring of troubled pupils can contribute to their civic engagement, the development of a more positive personal identity, and make a contribution to community cohesion. It will be argued that mentoring schemes, particularly those which draw upon the principles and practice of social pedagogy in order to empower pupils and promote social inclusion, can promote such pupils’ personal development and help them to remain engaged in schooling. In particular, the mentor can make use of within school and out of school schemes which involve civic engagement to enable the pupils to take part in activities which contribute to their local community and to community cohesion. A particularly important feature of such mentoring schemes is that the troubled pupil works as part of a social group which is working collectively, in effect as good citizens, to bring about worthy ends.

    Research areas

  • mentoring, troubled pupils, social pedagogy

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