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Schooling practices for marginalized students - practice-with-hope
Citation
te Riele, K, Schooling practices for marginalized students - practice-with-hope, International Journal of Inclusive Education, 10, (1) pp. 59-74. ISSN 1360-3116 (2006) [Refereed Article]
Copyright Statement
Copyright 2006 Taylor & Francis
DOI: doi:10.1080/13603110500221750
Abstract
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.
Item Details
Item Type: | Refereed Article |
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Keywords: | education, marginalised youth, care and hope |
Research Division: | Education |
Research Group: | Specialist studies in education |
Research Field: | Specialist studies in education not elsewhere classified |
Objective Division: | Education and Training |
Objective Group: | Schools and learning environments |
Objective Field: | Equity and access to education |
UTAS Author: | te Riele, K (Professor Kitty te Riele) |
ID Code: | 113847 |
Year Published: | 2006 |
Deposited By: | Peter Underwood Centre for Educational Attainment |
Deposited On: | 2017-01-24 |
Last Modified: | 2017-04-20 |
Downloads: | 0 |
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