Abstract
In Chapter 4, we focus on the practical support and wraparound services that need to be provided before young people are able to engage in meaningful learning. Here we emphasise the importance of such provisions in respect of creating a socially just environment in which highly marginalised young people can learn. Drawing on Nancy Fraser’s dimensions of social justice as a heuristic, we analyse the ways in which our research schools addressed economic marginalisation, cultural marginalisation and political marginalisation. As such, this chapter explores the strategies in our research schools that were utilised for the purposes of removing or alleviating structural barriers and clearing a path for learning. We conclude with the suggestion that these unconventional schools have the potential to provide some valuable lessons to traditionally structured schools.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Apple, M. W. (2012). Can education change society? New York, NY: Routledge.
Black, R., Lemon, B., & Walsh, L. (2010). Literature review and background research for the National Collaboration Project: Extended Service School Model, Final report. Melbourne, VIC: The Foundation for Young Australians.
Dryfoos, J. G. (1996). Full service schools. Educational Leadership, 53(7), 18–23.
Fraser, N. (1997). Justice interruptus: Critical reflections on the ‘postsocialist’ condition. New York, NY: Routledge.
Fraser, N. (2010). Scales of justice: Reimagining political space in a globalizing world. New York, NY: Columbia University Press.
Kemmis, S. (2000). The full service schools story. Erskinville, NSW: Australian Centre for Equity through Education.
Lamb, S., & Rice, S. (2008). Effective strategies to increase school completion. Report to the Victorian Department of Education and Early Childhood Development. East Melbourne, VIC: Department of Education and Early Childhood Development.
Maslow, A. H. (1971). The farther reaches of human nature. Oxford, UK: Viking.
McGregor, G. (2009). Educating for (whose) success? Schooling in an age of neo-liberalism. British Journal of Sociology of Education, 30(3), 345–358.
Mills, M., & McGregor, G. (2014). Re-engaging young people in education: Learning form alternative schools. London, UK: Routledge.
Mills, M., Renshaw, P., & Zipin, L. (2013). Alternative education provision: A dumping ground for ‘wasted lives’ or a challenge to the mainstream? Social Alternatives, 32(2), 13–18.
Quinn, J., & Dryfoos, J. (2009). Freeing teachers to teach: Students in full-service community schools are ready to learn. American Educator, Summer, 17, 16–21.
Raffo, C., & Dyson, A. (2007). Full service extended schools and educational inequality in urban contexts – new opportunities for progress? Journal of Education Policy, 22(3), 263–282.
Stehlik, T. (2013). Addressing disengagement from schooling through community action networks. Journal of Educational Enquiry, 1(1), 15–24.
Te Riele, K. (2014). Putting the jigsaw together: Flexible learning programs in Australia. Final Report. Melbourne, VIC: The Victoria Institute for Education, Diversity and Lifelong Learning. Retrieved from http://dusseldorp.org.au/priorities/alternative-learning/jigsaw/.
Wilkin, A., White, R., & Kinder, K. (2003). Towards extended schools: A literature review. Nottingham, UK: National Foundation for Educational Research.
Wilkinson, R., & Pickett, K. (2009). The spirit level: Why equality is better for everyone. London, UK: Penguin.
Author information
Authors and Affiliations
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
McGregor, G., Mills, M., Te Riele, K., Baroutsis, A., Hayes, D. (2017). Clearing the Path for Learning. In: Re-imagining Schooling for Education. Palgrave Studies in Alternative Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59551-5_4
Download citation
DOI: https://doi.org/10.1057/978-1-137-59551-5_4
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-59550-8
Online ISBN: 978-1-137-59551-5
eBook Packages: EducationEducation (R0)