Glenda Mcgregor
Biographic Data
| ID | 606236 |
|---|---|
| NAME | Glenda Mcgregor |
| GIVEN NAMES | Glenda |
| FAMILY NAME | Mcgregor |
| SIGNATURE | MCGREGOR G |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0002-4425-8842 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 75 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Inclusive approaches to overcome multiple disadvantages in secondary education: A systematic literature review
Deconstructing gendered approaches in ‘single-sex’ flexi schools: Two Australian case studies
In Australia coeducation dominates government schooling, with single-sex institutions usually being the preserve of selective government schools and private, often elite, institutions. For marginalised young people who ‘drop out’ or are forced to leave the coeducational mainstream system, flexible and/or non-traditional schools provide alternative pathways. Such schools are primarily coeducational. This paper draws upon data from two flexible/non…
Student engagement in schools serving marginalised communities
This paper shares findings from a project that examined how schools serving marginalised communities facilitated students’ substantive engagement. Through interviews with students, parents, teachers and school leaders, we determined that substantive engagement was supported by formal and informal strategies that enabled access to rich learning opportunities, the provision of welcoming school and classroom climates, and the enactment of pedagogies…
Towards an understanding of curricular justice and democratic schooling
Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who hav…
Counter-narratives that challenge neo-liberal discourses of schooling ‘disengagement’: Youth professionals informing the work of teachers
Contemporary global economic contexts are shaped by a neo-liberal paradigm of hyper-individualism and meritocracy strongly influencing national policies in education and welfare. As social safety nets diminish, citizens are expected to be more personally accountable. This creates challenges for the poor and marginalised who are positionally disadvantaged in highly competitive neo-capitalist economies. Young people from such social categories are …
Alternative programmes, alternative schools and social justice
Alternative educational programmes and alternative schools have been a feature of the educational landscape for some 50 years or more. These alternatives cater for children and young people who have generally experienced a variety of forms of exclusion during their schooling (Arnold, Yeomans, & Simpson, 2009; Sparkes & Glennerster, 2002). In some jurisdictions, a common aim of alternative education programmes is to return students to ‘regular sch…
Student voice and the community forum: Finding ways of ‘being heard’ at an alternative school for disenfranchised young people
Opportunities for students to speak and to be heard are important elements of democratic schooling processes but research into student voice has shown that a culture of silence is a more common feature of schooling. Efforts to re‐engage young people in learning often recognise the importance of schooling processes that provide them with opportunities to participate meaningfully in schooling dialogues. This paper describes attempts to provide such…
Democratic education as a curricular problem: Historical consciousness and the moralizing limits of the present (Routledge Cultural Studies in Knowledge, Curriculum, and Education)
Alternative education and social justice: Considering issues of affective and contributive justice
This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many …
Excluded from school: Getting a second chance at a ‘meaningful’ education
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young peopl…
Teaching in the ‘margins’: Rekindling a passion for teaching
The data for this paper are drawn from a qualitative research project involving a number of alternative education sites in Australia and the United Kingdom. In this paper, we focus only on the motives and teaching philosophies of a sample of teachers who have chosen to work in alternative education sites despite, for some, the prospect of uncertain employment conditions and lower salaries. A thematic approach is used with the data so as to struct…
Getting beyond the 'hotch-potch of competing agendas: The Need to Develop a Powerful Curriculum Forallyoung People
In their introduction to Curriculum in Today's World: Configuring Knowledge, Identities, Work and Politics, Lyn
Re-engaging Young People in Education: Learning from Alternative Schools
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 …
Alternative education sites and marginalised young people: ‘I wish there were more schools like this one’
This paper reports on research conducted in alternative schools/flexible learning centres 1 There was debate amongst participants as to the preferred term ‘school’ or ‘centre’. For the purpose of this paper, we have chosen to refer to these sites as alternative schools in order to foreground viability as equal pathways of choice within current educational offerings. designed to support young people marginalised from mainstream schooling in Austra…
Unfolding lives: Youth, Gender and Change
Moving beyond 'Y' - the children ofNew Times
As one engages with the current literature on globalization, cybersocieties, media, and consumer culture, it becomes clear that the technological and socio-cultural changes shaping contemporary life are creating uncertain terrain for researchers in the field of youth studies. As adults we inhabit the same places as youth but in many ways we are immigrants to their worlds. The 'habitus' (Bourdieu, 1984) of those born before the 1980s lacked the vi…
Educating for ( whose ) success? Schooling in an age of neo‐liberalism
In western nations, the social and economic changes of the past 30 years have facilitated a reorientation of the focus of educational institutions. Global capitalism has placed education at the forefront of national competitiveness, and governments have responded with education policies primarily designed to serve the needs of the market. Such neo-liberal economic imperatives have been supported by a variety of neoconservative social forces calli…
Alternative education sites and marginalised young people: ‘I wish there were more schools like this one’
This paper reports on research conducted in alternative schools/flexible learning centres 1 There was debate amongst participants as to the preferred term ‘school’ or ‘centre’. For the purpose of this paper, we have chosen to refer to these sites as alternative schools in order to foreground viability as equal pathways of choice within current educational offerings. designed to support young people marginalised from mainstream schooling in Austra…
Excluded from school: Getting a second chance at a ‘meaningful’ education
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young peopl…
Educating for ( whose ) success? Schooling in an age of neo‐liberalism
In western nations, the social and economic changes of the past 30 years have facilitated a reorientation of the focus of educational institutions. Global capitalism has placed education at the forefront of national competitiveness, and governments have responded with education policies primarily designed to serve the needs of the market. Such neo-liberal economic imperatives have been supported by a variety of neoconservative social forces calli…
Alternative education and social justice: Considering issues of affective and contributive justice
This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many …
Student voice and the community forum: Finding ways of ‘being heard’ at an alternative school for disenfranchised young people
Opportunities for students to speak and to be heard are important elements of democratic schooling processes but research into student voice has shown that a culture of silence is a more common feature of schooling. Efforts to re‐engage young people in learning often recognise the importance of schooling processes that provide them with opportunities to participate meaningfully in schooling dialogues. This paper describes attempts to provide such…
Towards an understanding of curricular justice and democratic schooling
Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who hav…
Counter-narratives that challenge neo-liberal discourses of schooling ‘disengagement’: Youth professionals informing the work of teachers
Contemporary global economic contexts are shaped by a neo-liberal paradigm of hyper-individualism and meritocracy strongly influencing national policies in education and welfare. As social safety nets diminish, citizens are expected to be more personally accountable. This creates challenges for the poor and marginalised who are positionally disadvantaged in highly competitive neo-capitalist economies. Young people from such social categories are …
Teaching in the ‘margins’: Rekindling a passion for teaching
The data for this paper are drawn from a qualitative research project involving a number of alternative education sites in Australia and the United Kingdom. In this paper, we focus only on the motives and teaching philosophies of a sample of teachers who have chosen to work in alternative education sites despite, for some, the prospect of uncertain employment conditions and lower salaries. A thematic approach is used with the data so as to struct…
Student engagement in schools serving marginalised communities
This paper shares findings from a project that examined how schools serving marginalised communities facilitated students’ substantive engagement. Through interviews with students, parents, teachers and school leaders, we determined that substantive engagement was supported by formal and informal strategies that enabled access to rich learning opportunities, the provision of welcoming school and classroom climates, and the enactment of pedagogies…
Getting beyond the 'hotch-potch of competing agendas: The Need to Develop a Powerful Curriculum Forallyoung People
In their introduction to Curriculum in Today's World: Configuring Knowledge, Identities, Work and Politics, Lyn
Alternative programmes, alternative schools and social justice
Alternative educational programmes and alternative schools have been a feature of the educational landscape for some 50 years or more. These alternatives cater for children and young people who have generally experienced a variety of forms of exclusion during their schooling (Arnold, Yeomans, & Simpson, 2009; Sparkes & Glennerster, 2002). In some jurisdictions, a common aim of alternative education programmes is to return students to ‘regular sch…
Moving beyond 'Y' - the children ofNew Times
As one engages with the current literature on globalization, cybersocieties, media, and consumer culture, it becomes clear that the technological and socio-cultural changes shaping contemporary life are creating uncertain terrain for researchers in the field of youth studies. As adults we inhabit the same places as youth but in many ways we are immigrants to their worlds. The 'habitus' (Bourdieu, 1984) of those born before the 1980s lacked the vi…
Educating for ( whose ) success? Schooling in an age of neo‐liberalism
In western nations, the social and economic changes of the past 30 years have facilitated a reorientation of the focus of educational institutions. Global capitalism has placed education at the forefront of national competitiveness, and governments have responded with education policies primarily designed to serve the needs of the market. Such neo-liberal economic imperatives have been supported by a variety of neoconservative social forces calli…
Moving beyond 'Y' - the children ofNew Times
As one engages with the current literature on globalization, cybersocieties, media, and consumer culture, it becomes clear that the technological and socio-cultural changes shaping contemporary life are creating uncertain terrain for researchers in the field of youth studies. As adults we inhabit the same places as youth but in many ways we are immigrants to their worlds. The 'habitus' (Bourdieu, 1984) of those born before the 1980s lacked the vi…
Alternative education sites and marginalised young people: ‘I wish there were more schools like this one’
This paper reports on research conducted in alternative schools/flexible learning centres 1 There was debate amongst participants as to the preferred term ‘school’ or ‘centre’. For the purpose of this paper, we have chosen to refer to these sites as alternative schools in order to foreground viability as equal pathways of choice within current educational offerings. designed to support young people marginalised from mainstream schooling in Austra…
Unfolding lives: Youth, Gender and Change
Re-engaging Young People in Education: Learning from Alternative Schools
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 …
Excluded from school: Getting a second chance at a ‘meaningful’ education
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young peopl…
Teaching in the ‘margins’: Rekindling a passion for teaching
The data for this paper are drawn from a qualitative research project involving a number of alternative education sites in Australia and the United Kingdom. In this paper, we focus only on the motives and teaching philosophies of a sample of teachers who have chosen to work in alternative education sites despite, for some, the prospect of uncertain employment conditions and lower salaries. A thematic approach is used with the data so as to struct…
Getting beyond the 'hotch-potch of competing agendas: The Need to Develop a Powerful Curriculum Forallyoung People
In their introduction to Curriculum in Today's World: Configuring Knowledge, Identities, Work and Politics, Lyn
Alternative education and social justice: Considering issues of affective and contributive justice
This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many …
Alternative programmes, alternative schools and social justice
Alternative educational programmes and alternative schools have been a feature of the educational landscape for some 50 years or more. These alternatives cater for children and young people who have generally experienced a variety of forms of exclusion during their schooling (Arnold, Yeomans, & Simpson, 2009; Sparkes & Glennerster, 2002). In some jurisdictions, a common aim of alternative education programmes is to return students to ‘regular sch…
Student voice and the community forum: Finding ways of ‘being heard’ at an alternative school for disenfranchised young people
Opportunities for students to speak and to be heard are important elements of democratic schooling processes but research into student voice has shown that a culture of silence is a more common feature of schooling. Efforts to re‐engage young people in learning often recognise the importance of schooling processes that provide them with opportunities to participate meaningfully in schooling dialogues. This paper describes attempts to provide such…
Democratic education as a curricular problem: Historical consciousness and the moralizing limits of the present (Routledge Cultural Studies in Knowledge, Curriculum, and Education)
Counter-narratives that challenge neo-liberal discourses of schooling ‘disengagement’: Youth professionals informing the work of teachers
Contemporary global economic contexts are shaped by a neo-liberal paradigm of hyper-individualism and meritocracy strongly influencing national policies in education and welfare. As social safety nets diminish, citizens are expected to be more personally accountable. This creates challenges for the poor and marginalised who are positionally disadvantaged in highly competitive neo-capitalist economies. Young people from such social categories are …
Student engagement in schools serving marginalised communities
This paper shares findings from a project that examined how schools serving marginalised communities facilitated students’ substantive engagement. Through interviews with students, parents, teachers and school leaders, we determined that substantive engagement was supported by formal and informal strategies that enabled access to rich learning opportunities, the provision of welcoming school and classroom climates, and the enactment of pedagogies…
Towards an understanding of curricular justice and democratic schooling
Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who hav…
Deconstructing gendered approaches in ‘single-sex’ flexi schools: Two Australian case studies
In Australia coeducation dominates government schooling, with single-sex institutions usually being the preserve of selective government schools and private, often elite, institutions. For marginalised young people who ‘drop out’ or are forced to leave the coeducational mainstream system, flexible and/or non-traditional schools provide alternative pathways. Such schools are primarily coeducational. This paper draws upon data from two flexible/non…
Inclusive approaches to overcome multiple disadvantages in secondary education: A systematic literature review
Sociology (16 works) · Political science (13 works) · Pedagogy (11 works) · Law (9 works) · Psychology (8 works) · Social science (8 works) · Law (6 works) · Politics (6 works) · Youth Education and Societal Dynamics (6 works) · Democracy (5 works)