Re-imagining Schooling for Education

Socially Just Alternatives

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform, Philosophy & Social Aspects
Cover of the book Re-imagining Schooling for Education by Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes, Palgrave Macmillan UK
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Author: Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes ISBN: 9781137595515
Publisher: Palgrave Macmillan UK Publication: March 8, 2017
Imprint: Palgrave Macmillan Language: English
Author: Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes
ISBN: 9781137595515
Publisher: Palgrave Macmillan UK
Publication: March 8, 2017
Imprint: Palgrave Macmillan
Language: English

This book provokes a conversation about what supportive schooling contexts for both students and teachers might look like, and considers how schooling can contribute to a more socially-just society. It takes as its starting point the position of the most marginalised students, many of whom have either been rejected by or have rejected mainstream schooling, and argues that the experiences of these students suggest that it is time for schools to be reimagined for all young people. Utilizing both theory and data, the volume critiques many of the issues in conventional schools that work against education, and presents evidence ‘from the field’ in the form of data from unconventional schooling sites, which demonstrates some of the structural, relational, curricular and pedagogical changes that appear to be enabling schooling for education for their students. It will be essential reading for students and researchers in the fields of education, sociology and social work, and will also be of great interest to practising teachers.

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This book provokes a conversation about what supportive schooling contexts for both students and teachers might look like, and considers how schooling can contribute to a more socially-just society. It takes as its starting point the position of the most marginalised students, many of whom have either been rejected by or have rejected mainstream schooling, and argues that the experiences of these students suggest that it is time for schools to be reimagined for all young people. Utilizing both theory and data, the volume critiques many of the issues in conventional schools that work against education, and presents evidence ‘from the field’ in the form of data from unconventional schooling sites, which demonstrates some of the structural, relational, curricular and pedagogical changes that appear to be enabling schooling for education for their students. It will be essential reading for students and researchers in the fields of education, sociology and social work, and will also be of great interest to practising teachers.

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