Abstract
In Chapter 7, we draw together the themes established in the preceding chapters and establish the case for re-imagining ‘schooling for education’. Whilst acknowledging initiatives in conventional or mainstream schools aimed at speaking more meaningfully to young people who have traditionally been poorly served by schooling, we argue that broad systemic changes in respect of the structures and philosophy of conventional schooling are necessary to facilitate an education for young people that is: meaningful in holistic ways; democratic and respectful; supportive and enabling; and, equips them with the skills and knowledge to progress their hopes, dreams and imagined futures. This, we argue, should be an education available to all young people, not just those who come to school advantaged by social, cultural and economic capital.
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
Aikman, A. (2016, July 27). Dylan Voller: The angry boy whose treatment in detention shook nation. The Australian. Retrieved from http://www.theaustralian.com.au/news/nation/dylan-voller-the-angry-boy-whose-treatment-in-detention-shook-nation/news-story/7b43ed9ce6e6a2f16059c649273a1d53.
Alia College. (2002–2009). Secondary College – Melbourne. Retrieved from http://www.alia.vic.edu.au/.
Australian Children’s Education and Care Quality Authority. (2013). Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011. Sydney, Australia: ACECQA. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF02-Guide-to-ECS-Law-and-Regs-130902.pdf.
Australian Institute of Family Studies. (2014). Corporal punishment: Key issues. CFA Resource Sheet – March 2014. Retrieved from https://aifs.gov.au/cfca/publications/corporal-punishment-key-issues.
Bahou, L. (2011). Rethinking the challenges and possibilities of student voice and agency. Educate~, 1(1), 2–14. Retrieved from http://educatejournal.org/index.php/educate/article/view/286.
Ball, S., Macrae, S., & Maguire, M. (2013). Choice, pathways and transitions post-16: New youth, new economies in the global city. London, UK: Routledge.
Bauman, Z. (2011). Collateral damage: Social inequalities in a global age. Cambridge: Polity Press.
Beck, J. (2013). Powerful knowledge, esoteric knowledge, curriculum knowledge. Cambridge Journal of Education, 43(2), 177–193. doi: 10.1080/0305764X.2013.767880.
Berlant, L. (2011). Cruel optimism. Durham, NC: Duke University Press.
Black, R., Lemon, B., & Walsh, L. (2010). Literature review and background research for the National Collaboration Project: Extended Service School Model: Final Report. Melbourne: The Foundation for Young Australians. Retrieved from http://www.rde.nsw.edu.au/files/2014/08/ESSM-Lit-Review-Final-Report-qirgwv.pdf.
Bourdieu, P. (1984). Distinction. London, UK: Routledge.
Burke, L., & Fernando, G. (2016, July 26). How much did they know? NT Minister sacked over juvenile detention ‘torture’. News.com.au. Retrieved from http://www.news.com.au/national/politics/how-much-did-they-know-nt-minister-sacked-over-juvenile-detention-torture/news-story/cd7700ff452dadf79698171541420c33.
Cook-Sather, A. (2006). Sound, presence, and power: ‘Student voice’ in educational research and reform. Curriculum Inquiry, 36(4), 259–390.
Delpit, L. D. (1995). Other people’s children: Cultural conflict in the classroom. New York, NY: New Press.
Department of Education, Training and Youth Affairs. (2001). Innovation and best practice in schools: Review of literature and practice. Canberra, Australia: DETYA.
Donnelly, K. (2007). Dumbing down. London, UK: Hardie Grant Books.
Dwyer, P., & Wyn, J. (2004). Youth, education and risk: Facing the future. London, UK: RoutledgeFalmer.
Fallon (Producer), M. (2016, July 25). Australia’s shame [Television series episode]. In S. Neighbour (Executive Producer) (Ed.), Four corners. Sydney: Australian Broadcasting Company. Retrieved from http://www.abc.net.au/4corners/stories/2016/07/25/4504895.htm.
Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295–311. doi: 10.1080/0141192042000195236.
Fielding, M., & Moss, P. (2011). Radical education and the common school: A democratic alternative. London, UK: Routledge.
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.
Freire, P. (1990). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York, NY: Continuum. (Original work published 1970).
Gillborn, D., & Youdell, D. (2000). Rationing education: Policy, practice, reform, and equity. Buckingham, UK: Open University Press.
Global Initiative to End All Corporal Punishment of Children. (n.d.). States which have prohibited all corporal punishment. Retrieved from http://www.endcorporalpunishment.org/progress/prohibiting-states/.
González, N., Moll, L. C., & Amanti, C. (Eds) (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York, NY: Routledge.
Gordon, H. R. (2007). Allies within and without: How adolescent activists conceptualize ageism and navigate adult power in youth social movements. Journal of Contemporary Ethnography, 36(6), 631–668.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.
Hayes, D., Mills, M., Christie, P., & Lingard, B. (2006). Teachers making a difference. Sydney, Australia: Allen & Unwin.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.
Human Rights Law Centre. (2015, March 9). UN finds Australia’s treatment of asylum seekers violates the Convention Against Torture. Retrieved from http://hrlc.org.au/un-finds-australias-treatment-of-asylum-seekers-violates-the-convention-against-torture/.
Johnston, K., & Hayes, D. (2007). Supporting student success at school through teacher professional learning: The pedagogy of disrupting the default modes of schooling. International Journal of Inclusive Education, 11(3), 371–381.
Kampmark, B. (2016, July 27). Australia’s Abu Ghraib: The scourge of youth detention, racism and torture in the Northern Territory. Global Research. Retrieved from http://www.globalresearch.ca/australias-abu-ghraib-the-scourge-of-youth-detention-racism-and-torture-in-the-northern-territory/5538307.
Lamb, S., & Rice, S. (2008). Effective intervention strategies for students at risk of early leaving. Melbourne, Australia: Centre for Post-compulsory Education and Lifelong Learning, The University of Melbourne.
Lingard, B., & McGregor, G. (2013). High stakes assessment and new curricula: A Queensland case of competing tensions in curriculum development. In M. Priestly & G. Biesta (Eds.), Reinventing curriculum for the 21st century (pp. 207–228). London, UK: Continuum.
Lingard, B., Sellar, S., & Savage, G. C. (2014). Re-articulating social justice as equity in schooling policy: The effects of testing and data infrastructures. British Journal of Sociology of Education, 35(5), 710–730. doi: 10.1080/01425692.2014.919846.
Lynch, K. (2012). Affective equality as a key issue of justice: A comment on Fraser’s 3-dimensional framework. Social Justice Series, 12(3), 45–64.
Lyons, J. (2016, July 27). Royal commission into mistreatment of youths in detention in NT. The Australian. Retrieved from http://www.theaustralian.com.au/news/inquirer/royal-commission-into-mistreatment-of-youths-in-detention-in-nt/news-story/5c8d6c082700b6b138ab25281f3fa7a7.
McGregor, G. (2015). Counter-narratives that challenge neo-liberal discourses of schooling ‘disengagement’: Youth professionals informing the work of teachers. British Journal of Sociology of Education, 1–13. doi: 10.1080/01425692.2015.1113859.
Mills, M., & McGregor, G. (2014). Re-engaging young people in education: Learning from alternative schools. London, UK: Routledge.
Mills, M., McGregor, G., Baroutsis, A., Te Riele, K., & Hayes, D. (2016). Alternative education and social justice: Considering issues of affective and contributive justice. Critical Studies in Education, 57(1), 100–115.
Neill, A. S. (1970). Summerhill: For & against. New York, NY: Hart.
OECD. (2015). Skills outlook 2015: Youth, skills and employability. Paris, France: OECD Publishing. doi: http://dx.doi.org/10.1787/9789264234178-en.
Sands School, Ashburton. (2010). Sands. Retrieved from http://www.sands-school.co.uk/.
Shiner, R., & Caspi, A. (2003). Personality differences in childhood and adolescence: Measurement, development, and consequences. Journal of Child Psychology and Psychiatry, 44(1), 2–32.
Smyth, J., & Fasoli, L. (2007). Climbing over the rocks in the road to student engagement and learning in a challenging high school in Australia. Educational Research, 49(3), 273–295.
Smyth, J., & Hattam, R. (2004). ‘Dropping out’, drifting off, being excluded: Becoming somebody without school. New York, NY: Peter Lang.
Wahlquist, C. (2016, July 26) Northern Territory detention inquiry must address racism, say Indigenous advocates. The Guardian Australia. Retrieved from https://www.theguardian.com/australia-news/2016/jul/27/northern-territory-detention-inquiry-must-address-racism-say-indigenous-advocates.
Wheelahan, L. (2007). How competency based training locks the working class out of powerful knowledge: A modified Bernsteinian analysis. British Journal of Sociology of Education, 28(5), 637–651.
White, R., & Wyn, J. (2013). Youth and society (3rd ed.). South Melbourne, Australia: Oxford University Press.
Woodman, D. (2003). Responsibility and time for escape: The meaning of wellbeing to young Australians. Melbourne Journal of Politics, 29, 82–95.
Woodman, D., & Wyn, J. (2013). Youth policy and generations: Why youth policy needs to ‘rethink youth’. Social Policy and Society, 12(02), 265–275.
Wyn, J., & Woodman, D. (2006). Generation, youth and social change in Australia. Journal of Youth Studies, 9(5), 495–514.
Young, M. (2008). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. London, UK: Routledge.
Young, M. (2013). Powerful knowledge: An analytically useful concept or just a ‘sexy sounding term’? A response to John Beck’s ‘Powerful knowledge, esoteric knowledge, curriculum knowledge’. Cambridge Journal of Education, 43(2), 195–198.
Zyngier, D., & Gale, T. (2003). Non-traditional and non-systemic educational programs in FMP secondary schools. Melbourne, Australia: Monash University.
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). Re-Imagining Schooling for 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_7
Download citation
DOI: https://doi.org/10.1057/978-1-137-59551-5_7
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-59550-8
Online ISBN: 978-1-137-59551-5
eBook Packages: EducationEducation (R0)