First Chance, Second Chance or Last Chance? Resistance and response to education

Munns, Geoff; McFadden, Mark

doi:10.1080/01425690095162

Cited by 45 publications

(40 citation statements)

References 6 publications

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“…(Fullarton et aI., 2003) A growing body of research on school retention seeks institutional, socio-economic, and personal factors that may impact on the completion of 12 years of schooling. Many of these studies identify students most at risk of leaving school without certification, or adequate educational or training requirements for on-going employment (Beavis, Curtis, & Curtis, 2005b;Gray & Beresford, 2002;Lamb et aI., 2004;Munns & McFadden, 2000;Ross & Gray, 2005;Wyn, Stokes, & Tyler, 2004). However, little research is available to explain the retention of students from their point of view.…”

Section: Introductionmentioning

confidence: 99%

Wellbeing and retention: A senior secondary student perspective

Gray

Hackling

2009

Aust. Educ. Res.

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Section: Introductionmentioning

confidence: 99%

Wellbeing and retention: A senior secondary student perspective

Gray

Hackling

2009

Aust. Educ. Res.

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“…That is not to say the principles in question are not valuable, but the discursive formation with which they are practised and articulated diverges. The work of Hall andJefferson (1976, 1993), Willis (1977), McRobbie and Nava (1984), Wexler (1987), Levinson et al (1996), McDonald (1999), Munns and McFadden (2000), Wacquant (2003), Blackman (2005Blackman ( , 2010, Muggleton (2005) and Henderson et al (2007) characterises the approach outlined here. McFadden helps focus attention, stating that: convergence and divergence of intercultural relations in concrete problem contexts (for example, in schools between teacher and student cultures) ... is a question of intercultural articulations and connections and how they structure social options for individuals and groups in certain social settings.…”

Section: Relations and Relationships: Identity Perspective Interactmentioning

confidence: 99%

Taking Relationships to School: Power, Authority and Identity Work in Young People's Dispositions to Schooling

Wadham

Owens

Skryzpiec

2014

Power and Education

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The question of student engagement in schooling, or adherence to school values, is often conceived in terms of student transgression. Youth has, over time, become a problem to be solved -by parents, teachers and school administrators. This article outlines an engagement with lower socioeconomic status metropolitan schooling in South Australia, seeking to understand the clash of frames of reference between elements of the student body and the school adult population. Twenty-two semistructured in-depth interviews with young people, and observations at the school, highlighted a strong theme of divergent intercultural relations, articulated in questions of power, authority and identity. The authors explore their relationships to authority as an expression of complex family and schooling relations, and the negotiation of conventional and marginalised cultures. The students' accounts describe troubled and unstable family relationships marked by violence, alcohol and drug use, and poverty and unemployment. The authors assert that the students bring their relationships to school, and that school could focus on the three principles of trust, confidence and respect as a means of improving student engagement. A focus on respectful relationships decentres adult constructions of the 'problem' and provides a collaborative and (re)conciliatory approach to improving school culture.

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“…One of these researchers is, as mentioned, Willis (1977). However, Anyon (1983), Woods (1979), Furlong (1985, Munns and McFadden (2000), Zembylas (2010), Russell (2011), Högberg (2009) and Youdell (2012 also point to various forms of pupil responses in this sense. Two of these researchers, namely Högberg and Furlong, also include conformity and accommodation, and colonisation, innovation and ambivalence in the responses they have analysed.…”

Section: Background and Previous Researchmentioning

confidence: 99%

Pupil Responses to a Saviour Pedagogy: An Ethnographic Study

Schwartz

2012

European Educational Research Journal

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This article is based on research in an ongoing ethnographic investigation of schooling in a multiethnic, multiracial school on the outskirts of a major Swedish conurbation in an area of multidimensional poverty. First, it analyses the use of an individuating, visible pedagogy, which contains a large number of routines that are designed and intended to improve the performances and behaviour of pupils in the school. Secondly, it analyses the subjective responses of the pupils to this pedagogy. Hidden forms of resistance to the main intentions of the pedagogy are presented and discussed.

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First Chance, Second Chance or Last Chance? Resistance and response to education

Cited by 45 publications

References 6 publications

Wellbeing and retention: A senior secondary student perspective

Wellbeing and retention: A senior secondary student perspective

Taking Relationships to School: Power, Authority and Identity Work in Young People's Dispositions to Schooling

Pupil Responses to a Saviour Pedagogy: An Ethnographic Study

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