Engagement for What Purpose? Engagement Toward What Outcome? Empowering Engagement for Students from Challenging Backgrounds

Abstract

Case Vignette: Three Academics Walk into a Bar Setting: Three academics reflecting on their understanding of engagement with drinks Situation: Planning for writing the final chapter Persons involved: Focal engagee, Joe, a barman; other discussants, Clarence, Brendan, and Steve (authors of this book) Clarence had started it. The book! He'd tussled with the puzzle for years-that key concept that brought together all he knew about motivation and what he saw as variable performances by kids and teens in classroom situations. "Engagement, engagement, engagement." What locks did the key fit? He'd studied all sorts of kids, motivated and not-so-motivated, bright and not-so-bright, determined and not-so-determined, spirited, and etc., well you have the sense of it, and particularly kids dealing with disadvantaged circumstances. What takes them all over that step of personal disadvantage into opportunities for better circumstances provided in classrooms, homes, workplaces, and all such contexts? He'd convinced Brendan and Steve to join him in the Springer proposal. Over the years each of them had done much more than just dipped their toes into the stream of theorization and practice in the area. They had provided revealing perspectives on "engagement." They'd joined. Springer had said yes. Eight of the nine chapters were in good shape, and here they all were gathered at Joe's to iron out the final chapter. "What'll it be?" said Joe. "What indeed," all three authors thought! They thought back to the periods of energy, debate, disagreement, and accord, times characterized by productivity, and others by delay in meeting deadlines for drafts or reviews, of