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La lutte contre les sorties prématurées de formation initiale est devenue une affaire d'insertion sociale et professionnelle et non seulement une défaillance de l'école. Elle déborde du lycée et de l'institution scolaire, impliquant aussi bien des acteurs de la formation professionnelle initiale et continue, ceux de l'orientation professionnelle et du travail social et ceux de l'insertion sur le marché de l'emploi.
Comparative education --- High school dropouts --- High school dropouts --- High school dropouts --- High school dropouts --- High school dropouts --- Prevention --- Prevention --- Prevention --- Prevention --- Prevention
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Liu establishes that high school graduation operates as a turning point in late adolescence in redirecting individuals' adult offending trajectories. High school graduation is individually experienced and especially beneficial to those at high risk of dropping out. It also redirects adult offending trajectories by opening opportunities for experiencing adulthood turning point such as employment and romantic relationships. Liu's work provides empirical support for life course criminology and expands our knowledge about turning points by emphasizing that these events may occur at different stage
Education and crime --- High school dropouts --- Criminals --- Secondary school dropouts --- Dropouts --- High school students --- Crime and education --- Crime --- Social conditions.
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High school dropouts --- Education and state --- Comparative education --- Abandon des études (Enseignement secondaire) --- Education --- Education comparée --- Prevention --- Prévention --- Politique gouvernementale
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Few would deny that getting ahead is a legitimate goal of learning, but the phrase implies a cruel hierarchy: a student does not simply get ahead, but gets ahead of others. In These Kids, Kysa Nygreen turns a critical eye on this paradox. Offering the voices and viewpoints of students at a "last chance" high school in California, she tells the story of students who have, in fact, been left behind. Detailing a youth-led participatory action research project that she coordinated, Nygreen uncovers deep barriers to educational success that are embedded within educational discourse itself. Struggling students internalize descriptions of themselves as "at risk," "low achieving," or "troubled"-and by adopting the very language of educators, they also adopt its constraints and presumption of failure. Showing how current educational discourse does not, ultimately, provide an adequate vision of change for students at the bottom of the educational hierarchy, she levies a powerful argument that social justice in education is impossible today precisely because of how we talk about it.
Evening and continuation school students --- Evening and continuation schools --- Failure (Psychology) in adolescence. --- High school dropouts --- Secondary school dropouts --- Dropouts --- High school students --- Adolescent psychology --- Continuation schools --- Evening colleges --- Evening schools --- Factory schools --- Night-schools --- Continuing education --- Education, Compulsory --- Education, Secondary --- Public schools --- Schools --- Technical education --- Evening students --- Night school students --- Students --- Psychology.
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