@article{ref1,
title="Stigma and the doomed-to-fail school careers of young people from disadvantaged neighbourhoods",
journal="Children's geographies",
year="2019",
author="Gulczyńska, Anita",
volume="17",
number="4",
pages="413-426",
abstract="The paper contributes to 'geographies of education' (Holloway, S., and H. Jöns. 2012. &quot;Geographies of Education and Learning.&quot; Transactions of the Institute of British Geographers 37 (4): 482-488), as it presents the typical school careers of students stigmatized in educational institutions because of their disadvantaged neighbourhoods. Drawing on qualitative research with male residents of one disadvantaged neighbourhood in Łódź (Poland), I identify their typical careers as 'doomed-to-fail school careers'. The paper has three aims. First, it highlights the significance of stigma-based spatially embedded school practices on the educational failure and low-paid employment of students from disadvantaged neighbourhoods. Second, it uncovers forms of school control over stigmatized students and the students' resistance to these. Finally, I argue that Erving Goffman's theory of stigma in human geography (Goffman, E. 1963. Stigma. Notes on Management of Spoiled Identity. Englewood Cliff, NJ: Prentice Hall) offers a unique language to describe and explain the spatially embedded educational experiences of marginalized students.<p />",
language="en",
issn="1473-3285",
doi="10.1080/14733285.2018.1536775",
url="http://dx.doi.org/10.1080/14733285.2018.1536775"
}