Living socioeconomic and educational 'Disadvantage': learning from young people and their experiences of an innovative school-led model of provision.

这项研究将包括一项深入的案例研究，即一种由学校主导的创新模式，用于干预学校年轻人的社会经济劣势和教育劣势这一相互关联的问题：“SID支持”。这是由曼彻斯特通信学院(MCA)社会投资部(SID)的工作人员开发和实施的，该学院为高度贫困的市中心地区的11-16岁学生提供服务。现已进入第二年，该模式涉及SID工作人员与值得关注的学习者及其照顾者/家庭/同龄人作为一个单位密切合作，以了解：(1)塑造学习者情况的复杂的社会决定因素和相互关联的关系网络及其身份和机构；(2)学习者/家庭/同龄人/MCA如何与其他专业服务机构联系起来，以考虑到学习者情况的复杂性的方式共同进行干预。根据MCA更广泛的伙伴关系和行动，制定和执行定制的支助计划，以解决潜在的社会经济和相关教育不利因素--从解决经济不利因素，例如粮食贫困，到支持与社会经济不利因素的社会、文化和物质因素有关的教育不利因素，例如大学入学。本研究试图通过探索以下研究问题来更好地理解MCA与学生的生活体验之间的关系：RQ1 MCA如何思考并干预经历社会经济和相关教育劣势的年轻人？RQ2经历社会经济和教育劣势的年轻人的生活经历是什么？RQ3 MCA的方法与参与MCA提供的年轻人的生活体验有什么关系？这对该方法的发展有什么启示？为了探索这种关系，本研究将采用嵌套式个案研究设计，以马华牧民服务为整体个案及主要分析单位，并以十名年青人在此范围内嵌套为次分析单位。此外，本研究将运用人种学和叙事技术，将“MCA的故事”呈现出来，以便充分理解MCA的方法，包括MCA对教育劣势的理解和假设，这是他们方法(RQ1)的基础。同样，这项研究将讲述参与MCA条款的年轻人的真实故事(RQ2)。这一方面的研究重点是阐释年轻人的生活经历。其目的是揭示这种多方面的复杂性，这在一定程度上是通过对身处弱势地区的“社会决定因素”的分析得出的，这些因素与年轻人日常生活中的交易经历有关。这将把年轻人的生命丰富性作为一个分析单位，其中包括家庭、同龄人、学校、社区和当地的影响，以(I)了解年轻人和这些影响之间的相互联系，以及(Ii)探索MCA如何理解这些个人的“生活丰富性”中所说明的这些相互联系。从而从整体上探索年轻人生活的各个组成部分，例如家庭和学校相互关联的性质。然后，研究将探索如何在年轻人的经验中定位MCA的提供，以便了解年轻人的生活经验的动态，因为它与MCA的方法有关。这将包括特别强调在年轻人的经历中出现增量/发展变化，这表明了具体通过SID支助和更广泛地提供MCA的联系。

This research will consist of an in-depth case study of an innovative school-led model for intervening in the interconnected issue of socioeconomic disadvantage and educational disadvantage for young people in a school: 'SID support'. This is being developed and implemented by staff in the Social Investment Department (SID) of Manchester Communication Academy (MCA), which serves 11-16-year-old pupils in a high-poverty inner-city area. Now in its second year, the model involves SID-staff working intensively in partnership with learners giving cause for concern and their carers / families / peers, as a unit, to understand: (i) the complex webs of social determinants and interconnected relationships shaping the learner situation and his/her identity and agency; and (ii) how learners/families/peers/MCA, connected to other professional services, can work together to intervene in ways which account for the complexities of the learner's situation. Bespoke support plans are developed and implemented drawing upon MCA's wider partnerships and actions to tackle potential underlying forms of socioeconomic and related educational disadvantage - from addressing economic disadvantage, for example food poverty, to supporting educational disadvantage that relates to both social and cultural and material elements of socioeconomic disadvantage, for example university access. This research seeks to better understand the relationship between MCA and the lived experiences of pupils in relation to this approach, by exploring the following research questions:RQ1 In what ways does MCA think about and then intervene with regards to young people experiencing both socio-economic and related educational disadvantage?RQ2 What is the lived experience of young people experiencing both socio-economic and educational disadvantage?RQ3 How does MCA's approach relate to the lived experience of young people engaging with MCA provision and what does this suggest for the development of the approach?In order to explore this relationship, this research will pursue a nested case-study design with MCA's pastoral provision as the overall case and main unit of analysis, and ten young people accessing this provision nested within this as the sub-units of analysis. Furthermore, using ethnographic and narrative techniques, this research will surface 'the story of MCA' in order to fully understand MCA's approach, including MCA's understandings and assumptions in relation to educational disadvantage, which underpin their approach (RQ1). Equally, the research will narrate the authentic 'stories' of a sample of young people engaging with MCA provision (RQ2). The purpose of this aspect of the research focus is to explicate the lived experiences of the young person. The aim is to surface the multifaceted complexities, informed in part by an analysis of the 'social determinants' of being located within a disadvantaged area associated with young people's transacted experiences in their every-day lives. This will consider the young person's fullness of life as a unit of analysis that includes family, peers, school, community and local area influence to (i) understand the interconnection of the young person and these influences and (ii) to explore how MCA understands these interconnections illustrated in the 'fullness of lives' of these individuals. Thereby exploring the various components of the young person's life holistically, for example the interconnected nature of family and schools. The research will then explore how MCA provision is located within the young person's experience in order to appreciate the dynamics of the young person's lived experience as it relates to MCA's approach. This will include a specific emphasis on surfacing both incremental/developmental shifts in young people's experiences which suggest a link that is suggestive of MCA provision both specifically through SID support and more broadly.