To educate you to be smart’
Disaffected students and the purpose of school in the (not so clever) ‘lucky country’
Dados Bibliográficos
| ID | 11488317 |
|---|---|
| Autores | Linda J Graham (0000-0002-6827-808X, Queensland University of Technology, autor correspondente), Penny Van Bergen (0000-0001-9542-812X, Macquarie University), Naomi Sweller (0000-0003-2269-4763, Macquarie University) |
| Ano | 2015 |
| Volume | 30 |
| Fascículo | 2 |
| Páginas | 237-257 |
| Data de publicação | 2015-03-04 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Education Policy (JOURNAL) |
| Identificadores do periódico | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2014.953596 |
| OpenAlex | W1537530954 |
| Idioma | EN |
| Citações recebidas | 11 |
| Referências citadas | 30 |
This paper contributes to conversations about school, post-compulsory and further education policy by reporting findings from a three-year study with disaffected students who have been referred to special ‘behaviour’ schools. Contrary to popular opinion, our research finds that these ‘ignorant yobs’ do value education and know what it is for. They also have aspirations for a secure, productive and fulfilled life, although it may not involve university-level study. Importantly, we found that students who responded negatively with regard to the importance of schooling tended to envision future lives and occupations for which they believed school knowledge was unnecessary. The implications of this research for school, post-compulsory and further education policy are discussed
Compulsory education · Pedagogy · Political science · Public relations · Sociology · Value (mathematics · Diverse Education Studies and Reforms · Education Systems and Policy · Psychology · Youth Education and Societal Dynamics
What Makes an Excellent Teacher? Insights From Junior High School Students With a History of Disruptive Behavior
Transitioning to work without school
Dewey’s education through occupations as being-doing-knowing
Sally Tomlinson, The politics of race, class and special education
Caught between a rock and a hard place
What counts as learning? Competing discourses and the production of learners in Australian schooling policy
What is missing in policy discourses about school exclusions
Addressing the wicked problem of behaviour in schools
Addressing the wicked problem of behaviour in schools
The impact of the secure custodial setting on re-engaging incarcerated children with education and learning – A case study in the UK
Theorising and preparing students for precarity
Living in an Age of Packages
The capacity to aspire to higher education
Do educational pathways contribute to equity in tertiary education in Australia
Experiential ‘hot’ knowledge and its influence on low-SES students' capacities to aspire to higher education
The Inclusion Lottery
Equity and the new post‐compulsory education and training policies in Australia
Post‐compulsory education policy in Australia and its impact on participant pathways and outcomes in the 1990s
The new compulsory schooling age policy in NSW, Australia
Wherefore art thou, inclusion? Analysing the development of inclusive education in New South Wales, Alberta and Finland
Higher education for all? Tensions and contradictions in post‐compulsory and higher education policy in Australia
Letting schools off the hook? Exploring the role of Australian secondary schools in the Coag Year 12 attainment agenda
Knowing their limits'? Identities, inequalities and inner city school leavers' post-16 aspirations
Democratising the curriculum or training the children of the poor
I honestly can't see the point
Increasing and widening access to higher education
Shaping the 'At-Risk Youth
Transitions, local culture and human dignity
| Obras citantes distintas | 11 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2015 - 2026 (12) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 11 |