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020 _a9789819719266
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024 7 _a10.1007/978-981-97-1926-6
_2doi
050 4 _aHV697-3024
072 7 _aJKSB1
_2bicssc
072 7 _aSOC025000
_2bisacsh
072 7 _aJKSB1
_2thema
100 1 _aThoars, Cassandra.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_978808
245 1 0 _aEducation, Engagement, and Youth Crime
_h[electronic resource] :
_bCase Studies in the Lived Experience of Education and Recidivism /
_cby Cassandra Thoars, David Moltow.
250 _a1st ed. 2024.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2024.
300 _aXV, 161 p. 57 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducation in the Asia-Pacific Region: Issues, Concerns and Prospects,
_x2214-9791 ;
_v71
505 0 _a1. Introduction -- 2. Children, Young People, and Adolescence -- 3. Education and Engagement -- 4. Youth Crime, Justice, and Recidivism -- 5. Case studies -- 6. Consolidating the Findings -- 7. Conclusions, implications, and considerations .
520 _aThis book presents insights into how affective educational experiences may be associated with youth criminal behaviour and the pathway to recidivism. It explores the perspectives and lived school experiences of five young adult male prison inmates, including while they were incarcerated as youths. Through these case studies, the book explores the relationship between affective engagement in education and recidivism. This book shows that participants were affectively disengaged from education prior to their initial incarceration in a youth detention facility, and that their disaffection before, during, and after youth incarceration both generated and impacted on their cognitive and behavioural disengagement from education. Moreover, a range of additional factors not directly causally related to their schooling were shown to have had a significant effect on their engagement in education. The book considers a number of key findings. First, the foundational role that a sense of belonging plays in how young people experience education and its relation to crime. Second, the importance of individualized transition plans for youth at risk, and youth offenders before, during, and after incarceration. Third, the extent to which successful transition from youth offending and recidivism hinges on interagency collaboration. This book will be beneficial to teacher educators, education researchers, criminologists and sociologists.
650 0 _aSocial service.
650 0 _aJuvenile delinquents.
_974293
650 0 _aEducational sociology.
_958182
650 0 _aEducational psychology.
_957583
650 1 4 _aChildren and Youth Work.
_972683
650 2 4 _aYouth Offending and Juvenile Justice.
_974294
650 2 4 _aSociology of Education.
_969758
650 2 4 _aEducational Psychology.
_957583
700 1 _aMoltow, David.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_978809
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789819719259
776 0 8 _iPrinted edition:
_z9789819719273
776 0 8 _iPrinted edition:
_z9789819719280
830 0 _aEducation in the Asia-Pacific Region: Issues, Concerns and Prospects,
_x2214-9791 ;
_v71
_978810
856 4 0 _uhttps://doi.org/10.1007/978-981-97-1926-6
912 _aZDB-2-EDA
912 _aZDB-2-SXED
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