It is generally accepted that all humans have a profound need to belong and that a sense of ‘belonging together’ is a prerequisite for creating political communities. Many of our existing models for this ‘first person plural’ fail to fully account for the increased global mobility of persons which can all too often result in serial attachments at a superficial level or the problems that can arise with a growing fragility of all belonging. This article looks at the other side of belonging: failure to belong—either through the loss of a sense of belonging (not-belonging) or the removal of membership belonging (unbelonging)—and the resulting damage that might occur. This can have profound implications for what happens in schools where one of the accepted major functions has always been to develop and nurture belonging in children: to each other, to the school and within the wider society. However, the general assumption that most children enter schools at a neutral stage on the belonging spectrum ready to be developed and nurtured towards citizenship belonging may no longer hold and we may need to explore new ways as to how this might be achieved.

中文翻译：

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归属感的另一面

人们普遍认为，所有人都有强烈的归属感，“归属感”是创建政治共同体的先决条件。我们现有的许多“第一人称复数”模型未能充分考虑人员的全球流动性增加，这往往会导致表面上的连续依恋或随着所有归属感的日益脆弱而可能出现的问题。这篇文章着眼于归属感的另一面：无法归属感——无论是通过失去归属感（不归属感）还是失去会员归属感（不归属感）——以​​及由此产生的可能发生的损害。这可能对学校发生的事情产生深远的影响，在这些学校中，公认的主要职能之一一直是培养和培养儿童的归属感：彼此、在学校和更广泛的社会中。然而，大多数儿童在归属范围的中立阶段进入学校准备发展和培养公民归属感的一般假设可能不再成立，我们可能需要探索如何实现这一目标的新方法。