When a child or young person disengages from education they are at a significantly higher risk of becoming involved in delinquency, violence and substance use.  This can have long term detrimental effects on the individuals and their communities. This paper will discuss a case study in which maker culture was appropriated in an attempt to empower disengaged young people and encourage them to return to and better engage with their education. Both qualitative and quantitative data was collected in order to evaluate the role that maker culture values had on the young people studied. The results were impressive with a 75% rate of re-engagement based on sustained improvement in attendance and teacher testimonials regarding confidence and self-esteem. More studies are currently being conducted to further evaluate making as a method of re-engagement.
|Title of host publication||CHI 2018- W32 Maker Movements, Do-It-Yourself Cultures and Participatory Design: Implications for HCI Research|
|Publisher||Association for Computing Machinery (ACM)|
|Number of pages||6|
|Publication status||Published - 2018|
Milne, D. (2018). Making as a means to re-engage disengaged young people back into education: a case study. In CHI 2018- W32 Maker Movements, Do-It-Yourself Cultures and Participatory Design: Implications for HCI Research Association for Computing Machinery (ACM).