School experience, failure, and dropout: the students’ perspectives

This paper embraces two complementary studies of the same international project, a qualitative study on the influence of educational, family, and sociocultural contexts on at-risk students and school dropout. In this paper, abandonment/dropping-out is clearly not a terminal phenomenon but a complex process that for most of the students started in primary education and continued with their entry in compulsory secondary education.
Most international studies, aiming at identifying factors that impact attainment and/or predict school failure, have been developed through quantitative and/or econometric methodologies. The paper takes a political and hermeneutic approach to the analysis of these factors, by looking at the actors themselves to disclose meanings and interpretations they attribute to the mission and values of public school.
CIEd – Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT
Junta de Andalucía, Proyecto de Excelencia SEJ 2664, Riesgo de fracaso y abandono escolar en Secundaria Obligatoria. Los contextos educativos, familiares y socioculturales. Un estudio cualitativo (2014-2018)
info:eu-repo/semantics/draft