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Developing a Framework of System Change between Diametric and Concentric Spaces for Early School Leaving Prevention

Abstract A ‘spatial turn’ is observed as taking place across a range of disciplines. This article discusses the relevance of this ‘spatial turn’ to the issue of early school leaving prevention and engagement of marginalised students and their parents within the educational system and other support services. Building on reconceptualisation of an aspect of structural anthropology a specific dynamic spatial interaction between diametric and concentric structures of relation is proposed. Reification is interpreted as involving a diametric space of assumed separation, closure and mirror image inversions. Concentric relational space as assumed connection and relative openness is a precondition for trust, care and voice. Diametric and concentric spatial features of school and related systems are interrogated for early school leaving issues, such as the importance of relational supports to keep students in the system; the precondition of trust for parental involvement of more marginalised parents, including a lifelong learning and family support aspect; the need to challenge the school as a closed system with reified hierarchies.