Re-imagining Schooling for Education: Socially Just Alternatives PDF
Preview Re-imagining Schooling for Education: Socially Just Alternatives
Palgrave Studies in Alternative Education Series Editors Helen Lees Education, Newman University Birmingham, United Kingdom Michael Reiss Institute of Education, University of London London, United Kingdom This series emerges out of a recent global rise of interest in and actual educational practices done with voice, choice, freedoms and interpersonal thoughtfulness. From subversion to introversion,including alternative set- tingsofthestatetoalternativepathwaysoftheprivate,theseriesembracesa diverserangeofvoices. Common to books in the series is a vision of education already in existence and knowledge of education possible here and now. Theoretical ideas with potential to be enacted or influential in lived practice are also a partofwhatweofferwiththebooks. This series repositions what we deem as valuable educationally by accepting the power of many different forces such as silence, love, joy, despair, confusion, curiosity, failure, attachments as all potentially viable, interesting,usefulelementsineducationalstories.Nothingisrejectedifit has history or record as being of worth to people educationally, nor does thisseries doubt ordistrust compellingideas ofdifference asrelevant. We wish to allow mainstream and marginal practices to meet here without prejudice as Other but also with a view to ensuring platforms forthe Otherto find communityandunderstandingwith others. Thefollowing are theprimary aimsof the series: (cid:129) Topublish new workon educationwith adistinctivevoice. (cid:129) Toenable alternativeeducationto find amainstreamprofile. (cid:129) To publish research that draws with interdisciplinary expertise on pertinent materials for interpersonal change or adjustments of approachtowardsgreatervoice. (cid:129) Toshoweducationaswithoutbordersorboundariesplacedonwhat ispossible tothink anddo. If you would like to submit a proposal or discuss a project in more detail pleasecontact: [email protected]&[email protected] [email protected]. The series will include both monographs and edited collections and Palgrave Pivotformats. More information aboutthisseries at http://www.springer.com/series/15489 GlendaMcGregor(cid:129)MartinMills(cid:129)KittyteRiele(cid:129)AspaBaroutsis(cid:129)DebraHayes Re-imagining Schooling for Education Socially Just Alternatives GlendaMcGregor MartinMills SchoolofEducationandProfessional SchoolofEducation Studies TheUniversityofQueensland GriffithUniversity Brisbane,Australia Brisbane,Australia AspaBaroutsis KittyteRiele FacultyofEducation PeterUnderwoodCentre QueenslandUniversityofTechnology forEducationalAttainment Brisbane,Australia UniversityofTasmania Hobart,Australia DebraHayes SydneySchoolofEducation andSocialWork UniversityofSydney Sydney,Australia PalgraveStudiesinAlternativeEducation ISBN978-1-137-59550-8 ISBN978-1-137-59551-5(eBook) DOI10.1057/978-1-137-59551-5 LibraryofCongressControlNumber:2016963151 ©TheEditor(s)(ifapplicable)andTheAuthor(s)2017 Theauthor(s)has/haveassertedtheirright(s)tobeidentifiedastheauthor(s)ofthisworkin accordancewiththeCopyright,DesignsandPatentsAct1988. Thisworkissubjecttocopyright.AllrightsaresolelyandexclusivelylicensedbythePublisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting,reuseofillustrations,recitation,broadcasting,reproductiononmicrofilmsorinany otherphysicalway,andtransmissionorinformationstorageandretrieval,electronicadaptation, computersoftware,orbysimilarordissimilarmethodologynowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthis publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesare exemptfromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationin thisbookarebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernor the authors or the editors give a warranty, express or implied, with respect to the material containedhereinorforanyerrorsoromissionsthatmayhavebeenmade.Thepublisherremains neutralwithregardtojurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations. Coverillustration:ScottCamazine/AlamyStockPhoto Printedonacid-freepaper ThisPalgraveMacmillanimprintispublishedbySpringerNature TheregisteredcompanyisMacmillanPublishersLtd. The registered company address is: The Campus, 4 Crinan Street, London, N1 9XW, UnitedKingdom A CKNOWLEDGEMENTS We would like to acknowledge the young people and the workers in the schoolsthatwevisitedduringthecourseofundertakingthefieldworkfor this book. The research could not have been completed without their generosity and support. We are also grateful for the assistance provided fromtheAustralianResearchCouncil(Grantno.DP120100620).Thank you also to Karen Rosauer and Helen Nixon for their careful and critical readingsofthemanuscript.Wehavealsobenefittedfromdiscussionswith colleagues in our respective institutions. We would also like to acknowl- edgethesupportthatwehavebeengivenbyourvariouspartners,children and/orotherimportant family members. v C ONTENTS 1 ThinkingDifferently AboutSchooling 1 2 ContemporarySchoolingContexts 15 3 SchoolingAgainst Education 39 4 Clearingthe Path forLearning 71 5 LearningCommunities andStudent Voice 95 6 Schoolingfor Meaningful Learning 129 7 Re-ImaginingSchooling for Education 161 Index 185 vii L A IST OF BBREVIATIONS ACARA AustralianCurriculumAssessmentandReportingAuthority ACECQA AustralianChildren’sEducationandCareQualityAuthority ACOSS AustralianCouncilofSocialServices AIFS AustralianInstituteofFamilyStudies ATAR AustralianTertiaryAdmissionRank CCYPCG CommissionforChildrenandYoungPeopleandChildGuardian (inQueensland,Australia) CMEC CouncilofMinistersofEducationCanada COAG CouncilofAustraliaGovernments DEEWR DepartmentofEducation,Employment&WorkplaceRelations(Afor- mer Australian Government Department, which ended 18 September 2013) DETYA DepartmentofEducation,TrainingandYouthAffairs DHS DepartmentofHumanServices EU EuropeanUnion HREOC HumanRightsandEqualOpportunityCommission ILP IndividualLearningPlan LGBTQI Lesbian,Gay,Bisexual,Transgender,Queer/QuestioningorIntersex NAPLAN NationalAssessmentProgram–LiteracyandNumeracy NCLB NoChildLeftBehind NEET NotinEmployment,EducationorTraining OECD OrganizationforEconomicCooperationandDevelopment PBL ProblemBasedLearning PISA ProgrammeforInternationalStudentAssessment PLP PersonalLearningPlan ix x LISTOFABBREVIATIONS TAFE TechnicalandFurtherEducation UNCRC UnitedNationsConventionontheRightsoftheChild YPP YoungParents’Program CHAPTER1 Thinking Differently About Schooling An individual’s experiences at school are part of the narrative of their life. When these experiences are disrupted or incomplete, missed opportunity, failureandfrustrationcanbecomerecurringstorylines.Unsolvedproblems can linger into the future if the next threshold cannot be surmounted (Heidegger et al. 2005). In this book we make a distinction between ‘schooling’and‘education’inordertodrawattentiontothemany‘school- ing’policyandinstitutionalfailuresthatinhibitand,formanyyoungpeople, prohibitengagementwiththehigherorderskillsandthedepthandbreadth ofknowledgesthatunderpinapersonally,civicallyandprofessionally‘mean- ingful’ education. It has long been recognised that assumptions about the natureofschoolingareresistanttochange.TyackandTobin(1994)intro- ducedtheideaofa‘grammar’ofschooling,todescribethestabilityofthese sociallysanctionedarchetypesofhierarchicalinstitutionsandtosuggestthat, likethegrammarofspeech,theydonotneedtobe‘consciouslyunderstood tooperatesmoothly’(p.454). Morerecently,Hayes(2005)describesthediscursivenatureof‘default modesofschooling’thatemphasisesurveillanceandcontrolandthattend to ‘dampen the kind of learning that leads to success at school’ (p. 683). We contend that even when conventional schools try to change their practices,theirfundamentalrelationalpatternsandpowerstructures(gov- ernance, philosophies) remain intact either implicitly or explicitly; the hidden curriculum (rules, school climate, types of students enrolled) of schoolingasasystemistoteachyoung peoplethatthey mustconformto ©TheAuthor(s)2017 1 G.McGregoretal.,Re-imaginingSchoolingforEducation,Palgrave StudiesinAlternativeEducation,DOI10.1057/978-1-137-59551-5_1
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