Re-imagining Schooling for Education
Socially Just Alternatives
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform, Philosophy & Social Aspects
| Author: | Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes | ISBN: | 9781137595515 |
| Publisher: | Palgrave Macmillan UK | Publication: | March 8, 2017 |
| Imprint: | Palgrave Macmillan | Language: | English |
| Author: | Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes |
| ISBN: | 9781137595515 |
| Publisher: | Palgrave Macmillan UK |
| Publication: | March 8, 2017 |
| Imprint: | Palgrave Macmillan |
| Language: | English |
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.
