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Schooling Against Education

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Re-imagining Schooling for Education

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Abstract

In Chapter 3, we analyse how conventional schooling may inhibit or work against education and learning. From the standpoint of young people who have not been well served by conventional schooling, we examine the ways in which schooling systems disconnect young people from learning. Here, we combine data from our research with international literature that critiques particular processes of traditional schooling. We organise our discussion around a number of themes: structures of inequality, such as the impacts of hardship and out-of-school responsibilities; negative relations, such as bullying, inflexible approaches to discipline and exclusion; and ineffective pedagogical practices combined with a lack of learning support and meaningful curricular choices.

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Authors and Affiliations

  1. School of Education and Professional Studies, Griffith University, Brisbane, Australia

    Glenda McGregor

  2. School of Education, The University of Queensland, Brisbane, Australia

    Martin Mills

  3. Peter Underwood Centre for Educational Attainment, University of Tasmania, Hobart, Australia

    Kitty Te Riele

  4. Faculty of Education, Queensland University of Technology, Brisbane, Australia

    Aspa Baroutsis

  5. Sydney School of Education and Social Work, University of Sydney, Sydney, Australia

    Debra Hayes

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  1. Glenda McGregor
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  2. Martin Mills
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  3. Kitty Te Riele
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  4. Aspa Baroutsis
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  5. Debra Hayes
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McGregor, G., Mills, M., Te Riele, K., Baroutsis, A., Hayes, D. (2017). Schooling Against Education. In: Re-imagining Schooling for Education. Palgrave Studies in Alternative Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59551-5_3

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  • DOI: https://doi.org/10.1057/978-1-137-59551-5_3

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