Prelims

Half Title Page

Combatting Marginalisation by Co-creating Education

Series Title Page

Great Debates in Higher Education is a series of short, accessible books addressing key challenges to and issues in Higher Education, on a national and international level. These books are research informed but debate driven. They are intended to be relevant to a broad spectrum of researchers, students, and administrators in higher education, and are designed to help us unpick and assess the state of higher education systems, policies, and social and economic impacts.

Recently published in this series:

Leadership of Historically Black Colleges and Universities: A what not to do Guide for HBCU Leaders

Johnny D. Jones

The Fully Functioning University

Tom Bourner, Asher Rospigliosi and Linda Heath

A Brief History of Credit in UK Higher Education: Laying Siege to the Ivory Tower

Wayne Turnbull

Degendering Leadership in Higher Education

Barret Katuna

Perspectives on Access to Higher Education

Sam Broadhead, Rosemarie Davis and Anthony Hudson

Cultural Journeys in Higher Education: Student Voices and Narratives

Jan Bamford and Lucy Pollard

Radicalisation and Counter-Radicalisation in Higher Education

Catherine McGlynn and Shaun McDaid

Refugees in Higher Education: Debate, Discourse and Practice

Jacqueline Stevenson and Sally Baker

The Marketisation of English Higher Education: A Policy Analysis of a Risk-Based System

Colin McCaig

Access to Success and Social Mobility through Higher Education: A Curate's Egg?

Edited by Stuart Billingham

Evaluating Scholarship and Research Impact: History, Practices, and Policy Development

Jeffrey W. Alstete, Nicholas J. Beutell, and John P. Meyer

Sexual Violence on Campus: Power-Conscious Approaches to Awareness, Prevention, and Response

Chris Linder

Higher Education, Access and Funding: The UK in International Perspective

Edited by Sheila Riddell, Sarah Minty, Elisabet Weedon, and Susan Whittaker

British Universities in the Brexit Moment: Political, Economic and Cultural Implications

Mike Finn

Challenging the Teaching Excellence Framework: Diversity Deficits in Higher Education Evaluations

Edited by Kate Carruthers Thomas and Amanda French

Title Page

Combatting Marginalisation by Co-creating Education

Methods, Theories and Practices from the Perspectives of Young People

Edited by

David Thore Gravesen

VIA University College, Denmark

Kaz Stuart

University of Cumbria, UK

Mette Bunting

University of South-Eastern Norway, Norway

Sidse Hølvig Mikkelsen

VIA University College, Denmark

And

Peter Hornbæk Frostholm

VIA University College, Denmark

United Kingdom – North America – Japan – India Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2021

Copyright © 2021 Emerald Publishing Limited

Reprints and permissions service

Contact: permissions@emeraldinsight.com

No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-80043-451-6 (Print)

ISBN: 978-1-80043-448-6 (Online)

ISBN: 978-1-80043-450-9 (Epub)

List of Contributors

About the Contributors

Ingrid Gulseth Berge works as a student counsellor at Skien upper secondary school. She has a bachelor's degree in special education. In her bachelor thesis, she focusses on inclusive learning, different learning styles and how some students benefit more from practical approach rather than theoretical teaching.

Kathrine Bordevich works as a doctoral candidate at the University of South-Eastern Norway. She is a University lecturer in special education, with a particular focus on mental health for children and youths, relationships in schools, special education and challenges with mathematics and sensory losses in school.

Mette Bunting coordinated the MaCE project and is the Head of Department of Educational Science, University of South-Eastern Norway. Professor Bunting has published about dropout, student active learning and inclusive education. She is leading COSI.ed, an Erasmus+ KAIII project starting in 2021, building on the results from MaCE.

Paul Cammack currently leads a course at Birmingham City University for newly appointed academics where he encourages participants to develop professional practice. Previously he worked in teacher education at the University of Cumbria and as a teacher in primary and secondary schools in the north-west of England.

Tracy Cowle is a Senior Lecturer at the University of Cumbria and is a programme leader for Youth Work and Community Development as well as Health and Social Care. For over 30 years, she has worked for organisations in the voluntary and statutory sectors across the north-west of England.

Mette Elgaard Dyrholm holds a bachelor's degree in Social Education from VIA University College, Denmark. She has published a research paper about bullying as social exclusion processes and currently works as a pedagogue for 0–3-year-olds, where she has a special interest in child perspectives in an institutionalised setting.

Michelle Fine teaches Critical Psychology, Urban Education and Gender/Women's Studies at the Graduate Center, City University of New York. She is currently collaborating with a research collective of formerly incarcerated women and advocates, to get women released from prison, particularly criminalised survivors of domestic violence.

Peter Hornbæk Frostholm is an Associate Professor at VIA University College, Denmark. As a member of the research programme Everyday Life Studies and Extended Education at VIA University College, Peter has been a part of multiple research projects, published both nationally and internationally and often presents at international conferences.

David Thore Gravesen is the Director of the research programme Everyday Life Studies and Extended Education at VIA University College in Denmark. David holds a PhD in Educational Sociology and his research interests revolve around Inequality in Education, Youth Culture, Shadow Education, Leisure-time Pedagogy and Qualitative Research Methodology.

Kristin Jota works as a teacher at lower secondary school and holds a bachelor in physical education and a master in Educational Science as well as being a special needs teacher. She also works as a personal training and is passionately occupied in making a difference in young people's lives.

Annemette Lund is attending a master's degree in educational anthropology at Aarhus University, Denmark. Besides her studies, Annemette has participated in research projects and published methodological articles. Her main interests are the social life of young people and their use of social media in everyday life.

Sidse Hølvig Mikkelsen is an Associate Professor at VIA University College. As a member of the research programme Everyday Life Studies and Extended Education at VIA University College, Sidse has been a part of multiple research projects focussing on young people's lives and has published both nationally and internationally.

Marie Møller-Skau works as a doctoral candidate at the University of South-Eastern Norway, focussing on aesthetic learning processes in teacher education. Marie has previously worked as a teacher in primary school. Her master thesis deals with boys in vulnerable positions and their experiences with aesthetics.

Geir Moshuus is a lead researcher on the qualitative longitudinal study on young people, education and early school leaving in Telemark (UngSA). He is a Social Anthropologist/Associate Professor at the Department of Culture, Religion and Social Studies at the University of South-Eastern Norway.

Camilla Haven Pagh is a bachelor student of Social Education at VIA University College in Aarhus, Denmark. Camilla has published a research paper on bullying as a social exclusion process. She has a special interest in children's need for professional care in an institutionalised perspective.

Josefine Mark Raunkjær holds a bachelor's degree in Social Education from VIA University College, Denmark. Josefine published a paper on how ‘The indirect approach’ can be used as a questioning technique in social work. She is currently working at Forsorgshjemmet Østervang, a shelter institution for people who suffer from homelessness, drug abuse and mental illness.

Kaz Stuart is the Director of the Centre for Research in Health and Society at the University of Cumbria and a Professor of Social and Health Inequalities. Kaz supports practitioners to develop socially just practice and undertakes research which is participatory, co-produced and socially just to reduce inequity.

Deborah Terras has been a youth and community worker with over 25 years of experience in the voluntary, public and civil society sector. Deborah is currently the principal Youth Work Specialist at the National Youth Agency and regularly delivers seminars and web conferences nationally and internationally.

Steve Walker is a Senior Lecturer and programme leader with the University of Cumbria. With 30 years, practice experience in informal education, social justice and youth work, his interests in young people's participation, agency and space are central to his passion to create equity for young people and communities.