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Palgrave Macmillan

Re-imagining Schooling for Education

Socially Just Alternatives

  • Book
  • © 2017

Overview

Authors:
  1. Glenda McGregor

    1. School of Education and Professional Studies, Griffith University, Brisbane, Australia

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  2. Martin Mills

    1. School of Education, The University of Queensland, Brisbane, Australia

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  3. Kitty Te Riele

    1. Peter Underwood Centre for Educational Attainment, University of Tasmania, Hobart, Australia

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  4. Aspa Baroutsis

    1. Faculty of Education, Queensland University of Technology, Brisbane, Australia

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  5. Debra Hayes

    1. Sydney School of Education and Social Work, University of Sydney, Sydney, Australia

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  • Argues that schooling and education needs to be reinvented for young people
  • Considers how schooling can contribute to a more socially just society
  • Emphasises the importance of ‘schooling for education’ in contrast to schooling for meritocratic, competitive, individualistic purposes

Part of the book series: Palgrave Studies in Alternative Education (PSAE)

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-x
    Download chapter PDF

  2. Thinking Differently About Schooling

    • Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes
    Pages 1-13

  3. Contemporary Schooling Contexts

    • Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes
    Pages 15-38

  4. Schooling Against Education

    • Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes
    Pages 39-69

  5. Clearing the Path for Learning

    • Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes
    Pages 71-93

  6. Learning Communities and Student Voice

    • Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes
    Pages 95-127

  7. Schooling for Meaningful Learning

    • Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes
    Pages 129-160

  8. Re-Imagining Schooling for Education

    • Glenda McGregor, Martin Mills, Kitty Te Riele, Aspa Baroutsis, Debra Hayes
    Pages 161-183

  9. Back Matter

    Pages 185-192
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Keywords

About this book

This book provokes a conversation about what supportive schooling contexts for both students and teachers might look like, and considers how schooling can contribute to a more socially-just society. It takes as its starting point the position of the most marginalised students, many of whom have either been rejected by or have rejected mainstream schooling, and argues that the experiences of these students suggest that it is time for schools to be reimagined for all young people. Utilizing both theory and data, the volume critiques many of the issues in conventional schools that work against education, and presents evidence ‘from the field’ in the form of data from unconventional schooling sites, which demonstrates some of the structural, relational, curricular and pedagogical changes that appear to be enabling schooling for education for their students. It will be essential reading for students and researchers in the fields of education, sociology and social work, and will also be of great interest to practising teachers.

Authors and Affiliations

  • School of Education and Professional Studies, Griffith University, Brisbane, Australia

    Glenda McGregor

  • School of Education, The University of Queensland, Brisbane, Australia

    Martin Mills

  • Peter Underwood Centre for Educational Attainment, University of Tasmania, Hobart, Australia

    Kitty Te Riele

  • Faculty of Education, Queensland University of Technology, Brisbane, Australia

    Aspa Baroutsis

  • Sydney School of Education and Social Work, University of Sydney, Sydney, Australia

    Debra Hayes

About the authors

Glenda McGregor is a senior lecturer and Deputy Head of School (Academic) in the School of Education and Professional Studies at Griffith University, Australia.


Martin Mills is a professor in the School of Education, The University of Queensland, Australia. He also holds a visiting professorship at Kings College London, UK.


Kitty te Riele is a professorial research fellow in the Victoria Institute for Education, Diversity and Lifelong Learning, at Victoria University, Melbourne, Australia.


Aspa Baroutsis is an early career researcher in the Faculty of Education at the Queensland University of Technology, Australia.


Debra Hayes is an associate professor at the Faculty of Education and Social Work, University of Sydney, Australia. She also works closely with system-based educators in the public system, as well as community-based service providers.

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