This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.

Ce mémoire porte sur les effets de la participation à un programme d’intervention psychosociale par le sport chez des jeunes à risque d’exclusion, de délinquance et d’abandon scolaire. Plusieurs embûches peuvent compliquer leurs parcours et limiter leurs champs de possibilités: leurs conditions d’existence, certains environnements sociaux, des dynamiques d’exclusion et de ségrégation scolaire. Ils se retrouvent alors dans des établissements scolaires offrant peu de services adaptés et de possibilités de participer à des activités pouvant avoir un impact positif quant à leur réussite et leur bien-être. Pour modérer ces inégalités, la proposition de démocratiser les programmes particuliers en milieu scolaire est sur la table. À partir des discours d'anciens participants à un programme d’une école secondaire, nous avons reconstitué leurs parcours et dégagé des effets de leur expérience. Une approche globale (McAll, Fournier, & Godrie, 2014), l’idée que les personnes puissent tendre vers « une vie qui fait sens » (Sen A. , 2000), un principe de parité de participation (Fraser, 2004) qui vise à atténuer certaines barrières matérielles et sociales et une conception de l’école comme vecteur d’émancipation et de transformation sociale (Freire, 1974; hooks, 1989) ont guidé cette recherche. Les résultats suggèrent que ce programme a offert une échappatoire de vie, un accompagnement scolaire adapté et des opportunités considérables au sein d’un espace inclusif. Un terreau fertile était en place pour le développement d’apprentissages, ainsi que de valeurs qui ont pu être réappropriées, apportant certains effets sur les parcours de vie, tout en contribuant au bien-être des participants / This dissertation examines the effects of participation in a psychosocial intervention program through sport on young people at risk of exclusion, delinquency and school dropout. Several obstacles can complicate their lives and limit their possibilities: their living conditions, certain social environments, and the dynamics of exclusion and school segregation. They then find themselves in schools that offer limited adapted services and opportunities to participate in activities that could have a positive impact on their success and well-being. To moderate these inequalities, the proposal to democratize special programs in schools is on the table. Based on the discourse of former participants in a high school program, we reconstructed their backgrounds and identified effects of their experience. A holistic approach (McAll, Fournier, & Godrie, 2014), the idea that individuals can strive for "a meaningful life" (Sen A. , 2000), a principle of parity of participation (Fraser, 2004) that aims to alleviate certain material and social barriers, and a conception of school as a vehicle for emancipation and social transformation (Freire, 1974; hooks, 1989) guided this research. Findings suggest that this program offered a life escape, appropriate academic support, and considerable opportunities within an inclusive space. A fertile ground was in place for the development of learning and values that could be reappropriated, bringing some effects on life courses, while contributing to the well-being of participants.

Une préoccupation quant au bien-être et à la qualité de vie des enfants en relation avec leur vécu scolaire grandit au cœur des politiques gouvernementales et lors du choix scolaire surtout à l’entrée au primaire. Les parents se tournent plus qu’avant vers des environnements éducationnels alternatifs correspondant à leurs valeurs. Puisque chaque environnement éducationnel modèle différemment le quotidien de l’élève et qu’il manquerait d’outils de mesure adaptés aux enfants pour évaluer leur effet sur la qualité de vie, nous posons cette question: quelles sont les dimensions de la qualité de vie liée au vécu scolaire de l’élève (QDV-vs) de six à huit ans et comment la mesurer? La littérature scientifique fait ressortir des dimensions du quotidien du jeune élève pouvant avoir un effet sur sa qualité de vie: heures de sommeil, périodes d’activité physique et de jeux libres à l’extérieur, capacité d’attention pour des tâches scolaires (de jour et de soir), engagement parental et déplacements pour l’école. En s’appuyant sur les différentes recommandations des chercheurs, nous avons modélisé le concept de la QDV-vs pour les enfants de ce groupe d’âge. Les objectifs spécifiques de cette recherche sont d’élaborer un outil d’évaluation, basé sur notre cadre conceptuel, puis de le valider sur les plans conceptuels et de la faisabilité. Des experts scientifiques et de terrain ont contribué à cette recherche-développement. Les premiers ont porté un regard critique sur le cadre conceptuel et sur l’outil; les seconds, sur les aspects pratiques de l’utilisation de l’outil révisé. La contribution de cette recherche est d’offrir un premier outil d’évaluation de la QDV-vs des enfants de 6 à 8 ans dans différents environnements éducationnels. / Concern for the well-being and quality of life of children in relation to their school experience grows at the heart of government policies and during school choice, especially at the start of primary school. Parents are turning more than before to alternative educational environments that match their values. Since each educational environment models the student's daily life differently and there is a lack of measures adapted to children that would assess their effect on quality of life, we ask this question: what are the dimensions of the quality of life linked to the school experience (QDV-vs) of students aged six to eight and how to measure it? Scientific literature highlights the dimensions of the daily life of young students that can influence their quality of life: hours of sleep, periods of physical activity and free play outside, ability to concentrate on school tasks (from day and evening), parental involvement and school commutes. Based on the various recommendations of the researchers, we modeled the concept of QOL-vs for children in this age group. The specific objectives of this research are to develop an assessment tool, based on our conceptual framework, and then to validate it on the conceptual and feasibility levels. Scientific and field experts have contributed to this research and development. The first took a critical look at the conceptual framework and the tool; the second, on the practical aspects of using the revised tool. The contribution of this research is to provide a first tool for assessing the quality of life of children aged 6 to 8 in different educational environments.