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Education, engagement, and youth crime = case studies in the lived experience of education and recidivism /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education, engagement, and youth crime/ by Cassandra Thoars, David Moltow.
Reminder of title:	case studies in the lived experience of education and recidivism /
Author:	Thoars, Cassandra.
other author:	Moltow, David.
Published:	Singapore :Springer Nature Singapore : : 2024.,
Description:	xv, 161 p. :ill., digital ;24 cm.
[NT 15003449]:	1. 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.
Contained By:	Springer Nature eBook
Subject:	Juvenile delinquents - Case studies. - Education -
Online resource:	https://doi.org/10.1007/978-981-97-1926-6
ISBN:	9789819719266

Education, engagement, and youth crime = case studies in the lived experience of education and recidivism /
Thoars, Cassandra.

Education, engagement, and youth crimecase studies in the lived experience of education and recidivism /[electronic resource] :by Cassandra Thoars, David Moltow. - Singapore :Springer Nature Singapore :2024. - xv, 161 p. :ill., digital ;24 cm. - Education in the Asia-Pacific region: issues, concerns and prospects,v. 712214-9791 ;. - Education in the Asia-Pacific region: issues, concerns and prospects ;v. 71..

1. 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.

This 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.

ISBN: 9789819719266

Standard No.: 10.1007/978-981-97-1926-6doiSubjects--Topical Terms:

3719016
Juvenile delinquents
--Education--Case studies.

LC Class. No.: HV9081

Dewey Class. No.: 364.36

Education, engagement, and youth crime = case studies in the lived experience of education and recidivism /
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520 $a This 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.
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