Working within and against the grain of policy in an alternative school

Dados Bibliográficos

ID2930488
AutoresStewart Riddle (0000-0003-1653-1300, University of Southern Queensland, autor correspondente), David Cleaver (University of Southern Queensland)
Ano2017
Volume38
Fascículo4
Páginas498-510
Data de publicação2017-07-04
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Identificadores do periódicoISSN: 0159-6306 • E-ISSN: 1469-3739
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2015.1105790
OpenAlexW1893702813
IdiomaEN
Citações recebidas11
Referências citadas31

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