Children's embodied social capital and (dis)ability: connecting micro- and macro- scales of exclusion/inclusion
Lead Research Organisation:
Loughborough University
Department Name: Geography
Abstract
Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
People |
ORCID iD |
| Louise Holt (Principal Investigator) | |
| Sophia Bowlby (Co-Investigator) |
Publications
Evans R
(2011)
Diverse spaces of childhood and youth: gender and other socio-cultural differences
in Children's Geographies
Evans, R.
(2016)
Methodological approaches
Holloway S
(2018)
Questions of agency: Capacity, subjectivity, spatiality and temporality
in Progress in Human Geography
Holt L
(2012)
Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion
in Environment and Planning A: Economy and Space
Holt L
(2019)
Gender, class, race, ethnicity and power in an elite girls' state school
in Geoforum
Holt L
(2019)
Disability, special educational needs, class, capitals, and segregation in schools: A population geography perspective DISABILITY, SEND, CLASS AND CAPITAL IN SCHOOLS
in Population, Space and Place
Holt L
(2013)
Emotions and the habitus: Young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times
in Emotion, Space and Society
Holt L
(2017)
"Everyone knows me . I sort of like move about": The friendships and encounters of young people with Special Educational Needs in different school settings
in Environment and Planning A: Economy and Space
Holt L
(2011)
Beyond otherness: exploring diverse spatialities and mobilities of childhood and youth populations
in Population, Space and Place
Holt L
(2016)
Identities and Subjectivities
| Description | 1Young people's embodied social capital Social relationships with peers are central to young people's experiences of school. Formal and informal aspects of schools are inter-related. Social capital influences young people's cultural capital, via perceptions of, and participation in formal curricula. Formal aspects of school (e.g. curricula, spatiality of classrooms/units, (de)valuing practices) affect young people's sociality. Emotional capital underpins social capital (Holt et al., 2013); young people's sociality is largely based on emotional recognition, not rational attempts to gain advantage. Young people's social relationships are complex; simultaneously but variously nurturing and conflictual, with inclusions, exclusions and subtle messages about relative value reproduced along a variety of grounds. Different geographies of socio-cultural expression exist, tied to factors including: age, social class, gender, and broader socio-spatial contexts of schools and homes. E.g. in some schools more conflictual expressions of sociality are typical, whereas in others exclusions and marginalisations are more subtle. Those with SEN, especially BESD, are often excluded and devalued, especially those also from socio-economically disadvantaged homes (Holt et al., in prep). Different spaces Geographical differences exist at variety of scales; within/between schools and LAs are specific sites where policies and practices are interpreted (Lea et al., in prep.). LA and within-school geographies of: inclusion/inclusiveness; level of support for SEN; transport; voluntary sector involvement; availability of inclusive or segregated leisure activities; rurality/urbanity, influence young people's sociality. Context matters in converting social to other capitals; e.g. social 'capital' in special schools or units does not convert to cultural capital as readily, given constraints on accessing mainstream curricula/qualifications (Holt et al., 2012). Most young people value special schools or units. However, previous experiences of exclusion in/from mainstream schools often leads to moving to these spaces, which are also sites of exclusion/marginalisation for some. Relationships and associated 'cultures' move between spaces via individual/collective bodies as 'habitus'; e.g. social relationships outside school provide social and emotional capital to young people in school. Friendships are more readily forged around shared interests than direct adult interventions, such as buddy schemes (Holt et al., 2013). Connecting different scales and types of inclusion/exclusion A disproportionate number of young people with specific diagnoses of SEN (BESD and moderate learning difficulties) come from socio-economically disadvantaged backgrounds (Bowlby et al., forthcoming). However, certain SEN are normalised in particular contexts; e.g. children with socio-emotional differences are more often diagnosed with BESD in socio-economically mixed or advantaged areas than in disadvantaged contexts where some level of socio-emotional differences is viewed as the norm (Lea et al., in prep.). Young people's social relationships often, although not always, reproduce broader social exclusions, based on SEN and socio-economic disadvantage. Lacking the social, economic and/or cultural capital to participate in leisure activities exacerbates exclusion - these types of capital are not always associated. |
| Exploitation Route | The research could be used to inform education policy and practice about the education of young people with SEN. The innovative methods developed in the research could be used in a variety of sectors to seek the experiences of young people with a variety of mind-body-emotional characteristics in a host of contexts. The research has been fed-back to the staff, students and parents at the schools and Local Authorities in which the research was conducted. The findings are being disseminated to a wide policy and academic audience via a website, a final conference and other activities. The research has the potential to influence policy and practice about the education of young people with Special Educational Needs with implications for social inclusion in society, by highlighting the importance of sociality of young people to their educational and social participation and some of the quite simple measures that can be employed to encourage social inclusion of young people with SEN in school, home and leisure spaces. |
| Sectors | Communities and Social Services/Policy,Education |
| URL | http://www.socialcapital.lboro.ac.uk.webhost1.lboro.ac.uk/ |
| Description | Advanced research methods training |
| Amount | £29,471 (GBP) |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 01/2015 |
| End | 12/2017 |
| Description | School of Social Political and Geographical Sciences Seedcorn Funding |
| Amount | £5,000 (GBP) |
| Organisation | Loughborough University |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 01/2015 |
| End | 07/2015 |
| Title | Project data |
| Description | The data from the project was archived |
| Type Of Material | Database/Collection of data |
| Year Produced | 2014 |
| Provided To Others? | Yes |
| Impact | As yet we are unaware of any direct impacts |
| Description | Austrian Research Funding |
| Organisation | University of Vienna |
| Country | Austria |
| Sector | Academic/University |
| PI Contribution | A member of the advisory board for successful Austrian Research Grant application |
| Collaborator Contribution | The partners are the main researchers on the project, which has been inspired by the ESRC funded research and associated projects. |
| Impact | Geography, Social Sciences, Education Studies |
| Start Year | 2014 |
| Description | Young disabled people and technology |
| Organisation | Newcastle University |
| Department | School of Geography, Politics and Sociology |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Co-applicant on research grant application to ESRC re: young disabled people and technology |
| Collaborator Contribution | PI on research grant application to ESRC re: young disabled people and technology |
| Impact | Application for funding from ESRC - multidisciplinary - geography, institute of Health and Wellbeing, Sociology, technology studies |
| Start Year | 2014 |
| Description | Young disabled people and technology |
| Organisation | University of Glasgow |
| Department | Institute of Health and Wellbeing |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Co-applicant on research grant application to ESRC re: young disabled people and technology |
| Collaborator Contribution | PI on research grant application to ESRC re: young disabled people and technology |
| Impact | Application for funding from ESRC - multidisciplinary - geography, institute of Health and Wellbeing, Sociology, technology studies |
| Start Year | 2014 |
| Description | 3 Local Authority Workshops in all three local authority areas in which the research took place |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | A workshop was organised by the team in each of the three Local Authority in which case study schools were located to present working findings and to illicit feedback from educational actors and policy makers, young people, parents and any other interested parties. All of the young people and adults who participated in the research were invited. These were invaluable workshops, providing further insight and discussion into our ongoing findings. There was dialogue about our findings and we thought about our ongoing analysis in light of this. We presented policy recommendationd. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Keynote: Children's embodied social capital and (dis)ability: contributing to geographies of mind-body-emotional difference |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | This lecture considered what the findings of the project can contribute to the field of geographies of disability and reflected more generally on the subdisciplinary field. Much discussion arose from the talk, and some of the participants agreed to try to enhance geographies of disability by organising a series of themed sessions at the RGS/IBG International Conference and a special edition or edited book. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Keynote: Embodied social capital and (dis)ability: what an attention to social and cultural spatiality, (de)valued identities and intersectionality can contribute to understandings of disability |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Invited presentation given to the Disabled Children's Research Network. New networks were created to stimulate debate in the Voluntary sector |
| Year(s) Of Engagement Activity | 2013 |
| Description | Magazine Article for Head Teacher news |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Communication with other academics and professionals |
| Year(s) Of Engagement Activity | 2014 |
| Description | Magazine article for SecEducation Magazine |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Simulated discussion and communication with other academics and policy makers |
| Year(s) Of Engagement Activity | 2014 |
| Description | Panel Member - Geographies of disability, emotion and affect |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | There was much discussion and debate. I have had contact with academics globally who have discussed these issues with me following my participation on this panel. |
| Year(s) Of Engagement Activity | 2010 |
| Description | Workshop at the RGS/IBG conference |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | There was much cross-fertilisation of ideas, and a special edition is planned for a journal. After the workshop, discussion continued about different ways we had understood the meaning of 'co-production' in research. This has influenced my future research practice, along with building collaborations which will be taken forward in future research with non-academic practitioners and policy makers. |
| Year(s) Of Engagement Activity | 2014 |
| Description | magazine article for SEN Magazine |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | I have received communication from other academics/practitioners in the field as a result of this magazine publication Since this article was published I have had discussions with teachers / practioners and Local Authority personal about future research and best practice |
| Year(s) Of Engagement Activity | 2014 |