Bibliographic record
Abstract
Henriksson, Carina. (2008). Living away from blessings: School failure as lived experience. London, ON: Althouse Press. 164 pages, ISBN 978-0-920354-67-4 School failure is a beast that face on a day-to-day basis, with full knowledge of its encompassing impact on their lives. Carina Henriksson's Living Away from Blessings: School Failure as Lived Experience focuses on the factors that can lead to and perpetuate student failure in school systems. Henriksson uses student experiences to illustrate the raw social and environmental elements that can contribute to failure. Henriksson's research, conducted in Sweden, focused primarily on the lived experiences of former in an individualized program and adolescents enrolled in juvenile institutions. She also consulted teachers in the juvenile institutions to examine their practices outside of a classroom. These have faced social stigmatization and personal disappointment because of their educational situations. Failure can be caused by many different variables, but Henriksson's goal was not to diagnose or find its roots. Using students' own experiences, she was able to uncover common themes that seemed to contribute to failure. As the author states, students offer an understanding of school failure as lived experience in the classroom (p. 19). Students in individualized programs do not feel that their education prepares them for the national normal program, leading to a sense of hopelessness: The case study showed that out of 135 in three individual programs, only 23 percent had left school duly qualified for university studies, and 46 percent had chosen to leave school altogether. If 'okay' means that leave school fully qualified for higher education, then the programs were a failure. (p. 26) Henriksson demonstrates that most student failure she encountered was behaviourally based, not academically rooted. The uneven relationship of respect between student and teacher can lead these to feel alone and unworthy, especially in these individualized and institutionalized programs. Most in these programs, according to Henriksson, have not experienced love, trust and safety as children, which can subsequently lead them to distrust any form of educational authority. Teachers are often seen as enemies, especially when pick up on non-verbal cues and gestures more than they do the academic aspects of their schooling. Henriksson stressed that failure in the school system is often communication-based--often deriving from student-teacher relationships, not from lack of student knowledge itself. The failure felt by is increased by stigmas, labels and exclusion that society also pins on them. Teachers, according to Henriksson, must see every child individually and be continually conscious of the learning environment they create. She argues that teaching is a moral profession, meaning that teachers in these settings must create an atmosphere of trust and joyfulness to avert failure. Living Away from Blessings: School Failure as Lived Experience is unlike most education books; its primary focus is the students' experiences with failure, but not from a teacher's perspective. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.006 | 0.012 |
| Scholarly communication | 0.010 | 0.017 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".