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Alternative education caters and cares for students whose regular
schools have failed and excluded them. Fifty years of international
research reports that alternative settings are characterised by
close and powerful staff-student relationships, a curriculum which
is relevant, engaging and meaningful, and the strong sense of
agency afforded young people by the opportunity to make decisions.
Together, these three practices produce increased life chances for
alternative education participants. However, despite these apparent
successes, alternative education seems to have had little impact on
mainstream schools. This collection of papers addresses the
important question - what might regular schools and teachers learn
about socially just pedagogies from alternative education
practices? In providing answers to this question, authors
interrogate the taken-for-granted wisdom about alternative
education while also taking account of ongoing policy shifts,
differing locations and populations, and persistent and
intersecting patterns of raced, classed and gendered inequalities.
They draw on a range of theoretical and methodological approaches
to interrogate the ways in which alternative schools and
alternative education both challenge and legitimate the kinds of
schooling most of us expect for our own and other people's
children. The chapters in this book were originally published as a
special issue of Critical Studies in Education.
Alternative and flexible education settings may come in different
forms, but they generally have in common a focus on young people
who have been disengaged from conventional schooling. One challenge
of these settings, therefore, is to change the way education is
offered in order to better engage these students. Much of the onus
for this changed approach is on the staff: teachers, youth workers
and other support staff. Therefore, the purpose of this book is to
examine different aspects of the work of staff in these settings.
Several common threads run through the chapters in this book,
highlighting core aspects of the work of staff in these settings: *
A strong sense of commitment to working with and for young people
from marginalised backgrounds. * Validation of the relational and
emotional nature of education, as a fundamentally people-centred
enterprise. * The importance of explicit attention to critical
reflection on staff members' own positionality, assumptions and
identity. * Collegiality as a crucially affirming part of school
culture for staff. These elements are pertinent to educational
settings everywhere. The chapters in this book serve as a reminder
of what really 'counts' for our young people and their schooling.
The chapters in this book were originally published as a special
issue of Teaching Education.
Many young people failed by the school system are those who face a
range of social and economic challenges due to multiple forms of
injustice. This book provides an insight into the educational
practices that work to re-engage young people who have become
disenchanted with traditional schooling. It examines the lives of
students and workers who participate in education sites on the
fringes of mainstream education, and includes a rich tapestry of
personal experiences from those who have been failed by their
schooling experiences. The book draws upon research of
international relevance conducted in a range of 'Flexible Learning
Centres' and 'democratic schools' in Australia and the UK; it
suggests that improving the retention levels of young people in
formal education will require schooling practices to change.
Students who have become disengaged from mainstream schooling do
re-engage in the learning process of many alternative schools,
indicating that teaching practices and forms of organisation which
work in alternative sites can also provide lessons for mainstream
schooling, thereby encouraging a more socially just education
system. Included in the book: contexts of contemporary schooling
who chooses flexible learning centres and why democratic schools:
students and teachers working together teaching in 'the margins'
case studies: 'oppositional alternatives'. All young people have
the capacity to learn and to enjoy learning; they do not 'fail
school', rather, schools fail them. The teachers, workers and
students who have shared their stories provide significant insights
into how we might change this situation, and the book will be
invaluable reading for postgraduates and researchers in the fields
of education, the sociology of education, school reform and social
work.
Many young people failed by the school system are those who face a
range of social and economic challenges due to multiple forms of
injustice. This book provides an insight into the educational
practices that work to re-engage young people who have become
disenchanted with traditional schooling. It examines the lives of
students and workers who participate in education sites on the
fringes of mainstream education, and includes a rich tapestry of
personal experiences from those who have been failed by their
schooling experiences. The book draws upon research of
international relevance conducted in a range of 'Flexible Learning
Centres' and 'democratic schools' in Australia and the UK; it
suggests that improving the retention levels of young people in
formal education will require schooling practices to change.
Students who have become disengaged from mainstream schooling do
re-engage in the learning process of many alternative schools,
indicating that teaching practices and forms of organisation which
work in alternative sites can also provide lessons for mainstream
schooling, thereby encouraging a more socially just education
system. Included in the book: contexts of contemporary schooling
who chooses flexible learning centres and why democratic schools:
students and teachers working together teaching in 'the margins'
case studies: 'oppositional alternatives'. All young people have
the capacity to learn and to enjoy learning; they do not 'fail
school', rather, schools fail them. The teachers, workers and
students who have shared their stories provide significant insights
into how we might change this situation, and the book will be
invaluable reading for postgraduates and researchers in the fields
of education, the sociology of education, school reform and social
work.
This book provokes a conversation about what supportive schooling
contexts for both students and teachers might look like, and
considers how schooling can contribute to a more socially-just
society. It takes as its starting point the position of the most
marginalised students, many of whom have either been rejected by or
have rejected mainstream schooling, and argues that the experiences
of these students suggest that it is time for schools to be
reimagined for all young people. Utilizing both theory and data,
the volume critiques many of the issues in conventional schools
that work against education, and presents evidence 'from the field'
in the form of data from unconventional schooling sites, which
demonstrates some of the structural, relational, curricular and
pedagogical changes that appear to be enabling schooling for
education for their students. It will be essential reading for
students and researchers in the fields of education, sociology and
social work, and will also be of great interest to practising
teachers.
This book provokes a conversation about what supportive schooling
contexts for both students and teachers might look like, and
considers how schooling can contribute to a more socially-just
society. It takes as its starting point the position of the most
marginalised students, many of whom have either been rejected by or
have rejected mainstream schooling, and argues that the experiences
of these students suggest that it is time for schools to be
reimagined for all young people. Utilizing both theory and data,
the volume critiques many of the issues in conventional schools
that work against education, and presents evidence 'from the field'
in the form of data from unconventional schooling sites, which
demonstrates some of the structural, relational, curricular and
pedagogical changes that appear to be enabling schooling for
education for their students. It will be essential reading for
students and researchers in the fields of education, sociology and
social work, and will also be of great interest to practising
teachers.
Alternative and flexible education settings may come in different
forms, but they generally have in common a focus on young people
who have been disengaged from conventional schooling. One challenge
of these settings, therefore, is to change the way education is
offered in order to better engage these students. Much of the onus
for this changed approach is on the staff: teachers, youth workers
and other support staff. Therefore, the purpose of this book is to
examine different aspects of the work of staff in these settings.
Several common threads run through the chapters in this book,
highlighting core aspects of the work of staff in these settings: *
A strong sense of commitment to working with and for young people
from marginalised backgrounds. * Validation of the relational and
emotional nature of education, as a fundamentally people-centred
enterprise. * The importance of explicit attention to critical
reflection on staff members' own positionality, assumptions and
identity. * Collegiality as a crucially affirming part of school
culture for staff. These elements are pertinent to educational
settings everywhere. The chapters in this book serve as a reminder
of what really 'counts' for our young people and their schooling.
The chapters in this book were originally published as a special
issue of Teaching Education.
Alternative education caters and cares for students whose regular
schools have failed and excluded them. Fifty years of international
research reports that alternative settings are characterised by
close and powerful staff-student relationships, a curriculum which
is relevant, engaging and meaningful, and the strong sense of
agency afforded young people by the opportunity to make decisions.
Together, these three practices produce increased life chances for
alternative education participants. However, despite these apparent
successes, alternative education seems to have had little impact on
mainstream schools. This collection of papers addresses the
important question - what might regular schools and teachers learn
about socially just pedagogies from alternative education
practices? In providing answers to this question, authors
interrogate the taken-for-granted wisdom about alternative
education while also taking account of ongoing policy shifts,
differing locations and populations, and persistent and
intersecting patterns of raced, classed and gendered inequalities.
They draw on a range of theoretical and methodological approaches
to interrogate the ways in which alternative schools and
alternative education both challenge and legitimate the kinds of
schooling most of us expect for our own and other people's
children. The chapters in this book were originally published as a
special issue of Critical Studies in Education.
Student engagement is fundamental to learning, yet it also
constitutes a major and long-standing challenge to educators around
the world. This book provides an evidence-based theorisation of
features associated with schooling engagement, along with targeted
strategies that underpin a continuum of pedagogical, curricular and
social support during the years of young adolescent schooling.
Anchored by the Young Adolescent Engagement in Learning Model, a
multi-layered model which incorporates a continuum of behavioural,
emotional and cognitive dimensions of engagement, the authors
provide a framework to help support the engagement of young
adolescents. Seamlessly integrating theory and practice, this book
explores the importance of avoiding educational disengagement,
particularly from those who are most vulnerable due to a range of
personal factors. This volume will be of interest and value to
students and scholars of educational young adolescent engagement
and retention, as well as those working with young people.
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