ABSTRACT
Young people with tenuous relationships to schooling are an enduring problem in addressing social inclusion. Drawing on ethnographic research, this chapter contends that educational ‘failure’ often depends on practical reasons concerning class, gender, race, and geography. It employs the philosophy of Spinoza and Deleuze, on embodied imagination and intensive time respectively, to offer insights for understanding how feelings are critical to the production and disavowal of educational futures by young people. This chapter develops a framework for positioning young people’s bodies, experiences, voices, and emotions at the centre of further research on widening educational participation.
