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.
表中的内容
Chapter 1. Thinking Differently about Schooling.- Chapter 2. Contemporary Schooling Contexts.- Chapter 3. Schooling Against Education.- Chapter 4. Clearing the Path for Learning.- Chapter 5. Learning Communities and Student Voice.- Chapter 6. Schooling for Meaningful Learning.- Chapter 7. Re-imagining Schooling for Education.
关于作者
Glenda Mc Gregor is a senior lecturer and Deputy Head of School (Academic) in the School of Education and Professional Studies at Griffith University, Australia.
Martin Mills is a professor in the School of Education, The University of Queensland, Australia. He also holds a visiting professorship at Kings College London, UK.
Kitty te Riele is a professorial research fellow in the Victoria Institute for Education, Diversity and Lifelong Learning, at Victoria University, Melbourne, Australia.
Aspa Baroutsis is an early career researcher in the Faculty of Education at the Queensland University of Technology, Australia.
Debra Hayes is an associate professor at the Faculty of Education and Social Work, University of Sydney, Australia. She also works closely with system-based educators in the public system, as well as community-based service providers.
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