‘<i>I ain’t stupid, I just don’t like school</i>’: a ‘needs’ based argument for children’s educational provision in custody

Paterson-Young, Claire; Bajwa-Patel, Meanu; Hazenberg, Richard

doi:10.1080/13676261.2021.1900553

Cited by 4 publications

(1 citation statement)

References 30 publications

(54 reference statements)

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“…Early school leaving can be attributed to the focus of learning in schools being too narrowly driven by the need for learning certification, where attaining educational capital (the symbolic capital associated with gaining formal academic certification) overshadows a curriculum that serves a broader purpose of holistic growth and citizenship (Hofer et al, 2021;te Riele et al, 2017). Given how a lack of engagement in education for some young people has been linked to a lack in cultural capital, the provision of learning environments designed to address the holistic learning needs of such young people is essential (Paterson-Young et al, 2021). Community-based learning environments may make it possible to engage educationally marginalised young people via a curriculum that addresses student learning needs through cultural, personal and social curriculum orientations (Brady & Kennedy, 2018).…”

Section: Introductionmentioning

confidence: 99%

‘You don’t have to feel trapped’: architectural discourses of youth engagement in a community-based learning environment

Bloomfield

Harreveld

Fisher

2022

Smart Learn. Environ.

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The rigid architectures inherent within formal schooling continue to influence young people’s disengagement from education. Globally and locally, policy makers have proposed education reform and innovation, politicians have legislated for education change, yet still the problem of disengagement remains. This paper investigates one community’s effort to support the reengagement in learning of young people aged 15–18 years in regional Australia through a flexible, online, community-based education program. Theoretically, this study used critical discourse as a way in to expose so as to explain dimensions of power and ideological positions as to what counts as learning. Critical ethnography as a methodology extended critical discourse’s explanatory authority to a naming of spatial and social architectures and their impact on the young people’s lives. Discourses of a braided curriculum, structural conviviality and emotional well-being were found to reduce some barriers to reengagement in learning; develop a shared, multi-disciplinary approach to reengagement; and be inclusive of young people’s emotional well-being as central to the reengagement process. At this time of pandemic induced online learning as the new normal on a global scale, young people who are already vulnerable due to individual, school, and socio-cultural marginalising conditions deserve research processes with outcomes valorising their voices and those who work with them.

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Section: Introductionmentioning

confidence: 99%