Re-engaging young people in education : learning from alternative schools / Martin Mills and Glenda McGregor.

By:

Mills, Martin, 1957-

Material type: Text

TextPublisher: New York : Routledge, 2014Description: 169 pages : ; 24 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

ISBN:

9780415505055 (pbk.)
0415505054 (pbk.)

Subject(s):

DDC classification:

371.04 MIL

Summary: 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 schoolingwho chooses flexible learning centres and whydemocratic schools: students and teachers working togetherteaching 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-- Provided by publisher.

Holdings
Item type	Current library	Call number	Copy number	Status	Date due	Barcode
Standard Loan	Moylish Library Main Collection	371.04 MIL (Browse shelf(Opens below))	1	Available		39002100517102

Enhanced descriptions from Syndetics:

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.

Includes bibliographical references and index.

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 schoolingwho chooses flexible learning centres and whydemocratic schools: students and teachers working togetherteaching 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-- Provided by publisher.

Table of contents provided by Syndetics

Chapter 1 Introduction
Chapter 2 Situating the issue: socio-economic contexts and political agendas
Chapter 3 What makes a school alternative?
Chapter 4 Who chooses alternative schooling and why
Chapter 5 Student stories: overcoming barriers to engagement
Chapter 6 Democratic schooling practices: students and teachers working together
Chapter 7 Teachers and workers: for love, not money
Chapter 8 Conclusion: Lessons from the margins

Author notes provided by Syndetics

Martin Mills is Research Professor in the School of Education at The University of Queensland, Australia

Glenda McGregor is Senior Lecturer in the School of Education and Professional Studies at Griffith University, Australia.