Abstract
Improving educational opportunity for marginalised students requires an
understanding of what kind of senior schooling experience would best prepare students for active citizenship, offering a choice of post-school options including further study at university or TAFE, apprenticeships or traineeships
or secured full-time work. In essence, (re)engaging marginalised young people back into formal learning and improving their educational opportunity means offering a schooling hook; a new schooling paradigm developed in negotiation with teachers, students and community youth stakeholders. It represents a comprehensive conceptual move from Boomer’s (1994) ‘negotiating the curriculum’ approach to a 'negotiating schooling’ approach.
understanding of what kind of senior schooling experience would best prepare students for active citizenship, offering a choice of post-school options including further study at university or TAFE, apprenticeships or traineeships
or secured full-time work. In essence, (re)engaging marginalised young people back into formal learning and improving their educational opportunity means offering a schooling hook; a new schooling paradigm developed in negotiation with teachers, students and community youth stakeholders. It represents a comprehensive conceptual move from Boomer’s (1994) ‘negotiating the curriculum’ approach to a 'negotiating schooling’ approach.
| Original language | English |
|---|---|
| Pages (from-to) | 43-52 |
| Number of pages | 10 |
| Journal | New Community Quarterly |
| Volume | Vol 14, No. 3 |
| Issue number | 55 |
| Publication status | Published - 2016 |
Keywords
- Student engagement and marginalisation in schooling
- Senior Secondary School Design design
- Action Research