Tackling School Leaving at its Source
A case of reform in the middle years of schooling
Bibliographic Data
| ID | 11166321 |
|---|---|
| Authors | John Smyth (0000-0001-8124-1444, Flinders University, corresponding author), Peter McInerney (Flinders University), Robert Hattam (0000-0002-0645-5685, Flinders University) |
| Year | 2003 |
| Volume | 24 |
| Issue | 2 |
| Pages | 177-193 |
| Publication date | 2003-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425690301901 |
| OpenAlex | W1975370645 |
| Language | EN |
| Citations received | 13 |
| References cited | 18 |
One of the most pervasive educational issues confronting Australia, and other countries, at the moment is the declining completion rates in high schools. While a period of success was experienced after the Second World War, there is now a pressing need to reform high schools in the ways they connect with young lives. In this paper, we present a 'sociology of the high school' as a way of encapsulating the high school as an institution that: is still largely stuck in a 'continuity of practice' (Elmore, 1987); has an 'attachment to familiar pedagogical routines' (Eisner, 1992); fails to listen to students; is hierarchically structured; treats students in immature ways; is hung up with passing on content; and seems more concerned with insulating itself from, rather connecting with or appropriating, young lives into the curriculum. As an alternative, we examine the notion of middle schooling that requires a version of whole school reform that engages with structures, cultures and changing pedagogy in ways more resonant with, and respectful of, young lives. We examine the tensions and dilemmas experienced at Investigator [1] High School in Australia, and conclude that the centerpiece has to be breaking the mold of the 'scripted' teacher and its replacement by the 'teacher-as-improviser
Aesthetics · Curriculum · Institution · Pedagogy · Period (music · Social science · Sociology · Education Systems and Policy · Educator Training and Historical Pedagogy · Teacher Education and Leadership Studies
Pedagogical challenges in integrating refugee students in the Global North
Revolution or backlash? The mediatisation of education policy in Australia
Researching teachers working with young adolescents
Absentismo y Abandono Escolar
Diversidad e Inclusión Educativa
The neoliberal toxic university
Making Physical Education a fairer, safer and happier place
Excluded from school
Inspire to aspire
Beyond ADHD
Connections, pedagogy and alternative possibilities in primary physical education
Critical storytelling as a teaching strategy in physical education teacher education
Possibilities and Pitfalls
Critical Theories in Education
Stealing Innocence
Entitled to What? Control and Autonomy in School
School effectiveness
Community, philosophy and education policy
Disaffected Pupils
Voiced' Research as a Sociology for Understanding 'Dropping Out' of School
Student Perspectives on Curriculum Innovation and Change in an English Secondary School
Early School Leaving and the Cultural Geography of High Schools [1]
Theories of Inclusion, Theories of Schools
An Inquiry-Based Reform Effort
Cultural Tensions in the Scripted Classroom
Establishing the seriousness of learning in the early years of secondary schooling
Interpretive Ethnography
Policy Disasters
Research as Praxis
In search of students' voices
Breaking the mold
| Unique citing works | 13 |
|---|---|
| Citations per year | 0,62 |
| Citation span | 2005 - 2023 (19) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |