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Schooling practices for marginalized students - practice-with-hope
Efforts to increase senior secondary retention rates and improve schooling for marginalized students have been influenced by the school effectiveness perspective. This paper outlines several problematic aspects of this perspective and proposes an alternative orientation centred around ‘care’. Drawing on research with students and teachers at two alternative schools, this paper argues that successful teaching and learning in these settings relied on a recognition of teaching as a caring profession and of the emotional dimension of schooling. These findings provide evidence for ‘practice‐with‐hope’, indicating that critique of aspects of school effectiveness research can provide an alternative approach for schools to make a difference.
History
Publication title
International Journal of Inclusive EducationVolume
10Pagination
59-74ISSN
1360-3116Department/School
Peter Underwood CentrePublisher
RoutledgePlace of publication
United KingdomRights statement
Copyright 2006 Taylor & FrancisRepository Status
- Restricted