Working within and against the grain of policy in an alternative school
Datos Bibliográficos
| ID | 2930488 |
|---|---|
| Autores | Stewart Riddle (0000-0003-1653-1300, University of Southern Queensland, autor de correspondencia), David Cleaver (University of Southern Queensland) |
| Año | 2017 |
| Volumen | 38 |
| Número | 4 |
| Páginas | 498-510 |
| Fecha de publicación | 2017-07-04 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2015.1105790 |
| OpenAlex | W1893702813 |
| Idioma | EN |
| Citas recibidas | 11 |
| Referencias citadas | 31 |
This paper investigates the ways that teachers in one alternative school blur the boundaries of the political, personal, and philosophical in their efforts to re-engage marginalised and disenfranchised young people. The labours of the school staff at Harmony High offer an intriguing narrative of working both within and against the grain of policy mandates, curriculum narrowing, and the pervasive effects of neoliberalism. Through the physical and social spatiality, critical pedagogical and affective engagement of learners, new schooling assemblages might be formed. The work being done by teachers in alternative schooling contexts such as that of Harmony High – while situated, meaningful and deeply contextualised – offers hope for reconstituting mainstream education in more socially just ways that serve the needs and interests of everybody
Alternative education · Curriculum · Education policy · Higher education · Mainstream · Narrative · Pedagogy · Political science · Politics · Public relations · Situated · Social science · Sociology · Diverse Education Studies and Reforms · Education · Global Educational Policies and Reforms · Teacher Education and Leadership Studies
Surviving the educational landscape
Equity in practice
Views from the margins
Proposing a conceptual framework for relational pedagogy
Student engagement in schools serving marginalised communities
Relational pedagogy and the policy failure of contemporary Australian schooling
I. facing resistance
Whole-school relational pedagogy
Teaching within the ‘margins
The teacher as double agent
Working within and against the grain of policy in an alternative school
Education Policy
Geographies of alternative education
What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism
Public Pedagogy and the Politics of Neo-Liberalism
Postscript on the Societies of Control
Ideology and Curriculum
Good teachers on dangerous ground
Excluded from school
Alternative education sites and marginalised young people
Give me air not shelter’
Educating for ( whose ) success? Schooling in an age of neo‐liberalism
Teaching in the ‘margins’
School trouble
Making ‘space’
Radical education and the common school
Public Pedagogy and the Politics of Resistance
A thousand plateaus
Beyond Content
The (im)possibility of intellectual work in neoliberal regimes
Working within and against the grain of policy in an alternative school
Changing schools
| Obras citantes distintas | 11 |
|---|---|
| Citas por año | 1,22 |
| Intervalo de citas | 2017 - 2026 (10) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 11 |