Research demonstrating benefits of Relational education with disengaged boys

What is it about?

This article builds on existing relational pedagogy scholarship, advancing a gender-conscious conception of relational education grounded in the authentic voices and experiences of adolescent boys persistently disenfranchised within the education system in Northern Ireland

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Why is it important?

Concerns about working-class boys’ educational experiences remain a stubborn social issue, particularly for boys experiencing compounded educational disadvantage. Our research presents evidence of how ongoing iterations of collaborative participatory action research hold the potential to inaugurate systemic change through the centring of relational education underpinned by principles to guide reflexive action.