Abstract This study explored the nature of disengagement in young people serving custodial sentences. This was in order to gain new theoretical insights into strategies for their reengagement with education. This is because 90% of young offenders who drop out of school prior to incarceration are reportedly disengaged (dropout being an indicator of disengagement). This paper reports on a qualitative ethnographic case study in one secure children’s home in England. Semi-structured interviews with 16 incarcerated young people were conducted from which five participated in in-depth case studies along with teachers and care staff. Data were collected as participants engaged with a learning opportunity over a period of time. Extending emerging theory of disengagement, findings showed that disengagement oscillated between both active and passive forms within the same individual and pointed to the need for a range of strategies needed for reengagement. This paper suggests that disengagement is complex where the physical and social context shapes how disengagement manifests. This has pedagogical implications for education in custodial settings and other at-risk children in alternative or mainstream education provision.

中文翻译：

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脱离教育与学习的复杂性：以英国在安全的羁押环境中的少年犯为例

摘要：本研究探讨了服刑监禁的年轻人中脱离接触的本质。这是为了获得重新投入教育的策略的新理论见解。这是因为据报导，有90％在监禁之前辍学的年轻罪犯已脱离接触（辍学是脱离接触的指标）。本文报道了在英格兰一个安全的儿童之家中的定性民族志案例研究。对16名被监禁的年轻人进行了半结构化访谈，其中有五人与老师和护理人员一起参加了深入的案例研究。在一段时间内参与学习机会的参与者中收集数据。扩展新兴的脱离接触理论，研究结果表明，脱离接触在同一个人的主动和被动形式之间均发生振荡，并指出需要采取一系列重新接触的策略。本文提出，脱离接触是复杂的，而物理和社会环境决定了脱离接触的表现方式。这对托管环境中的教育以及其他或主流教育中的其他高危儿童的教育具有教学意义。