Описание: This book examines the experiences and perspectives of students and teachers at an alternative music school, which caters for young learners who have been marginalised and disenfranchised from mainstream schooling.
Описание: Written for policy makers, advocates, and scholars looking into social justice, this book tackles a prevalent barrier to equality. It offers an interdisciplinary overview of exclusion from higher education and its impact on marginalized groups, including refugees, indigenous populations, people with disabilities, and racial or ethnic minorities.
Описание: Written for policy makers, advocates, and scholars looking into social justice, this book tackles a prevalent barrier to equality. It offers an interdisciplinary overview of exclusion from higher education and its impact on marginalized groups, including refugees, indigenous populations, people with disabilities, and racial or ethnic minorities.
Автор: Stewart Riddle; David Cleaver Название: Alternative Schooling, Social Justice and Marginalised Students ISBN: 331958989X ISBN-13(EAN): 9783319589893 Издательство: Springer Рейтинг: Цена: 7685.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book examines the experiences and perspectives of students and teachers at an alternative music school, which caters for young learners who have been marginalised and disenfranchised from mainstream schooling.
This ethnography gives a voice to a small group of students who are required to spend time in a school withdrawal-unit away from the mainstream classroom setting, most commonly following a period of sustained low-level disruption; students who all too often feel that their voice is not heard. What emerges through the telling of their lived experiences, is the breadth and diversity of ways – from the blatant to the inadvertent, the miniscule to the looming, the inter-personal to the structural – through which they make sense of their tangled, intricate, oftentimes deeply-individual marginalisation, as they navigate schooling day-by-day. Structural issues of transition, ability groups and pathways are seen to fuel marginalisation, as are aspects of classroom practice, such as behaviour management policy enactment or the choice of pedagogical approach. Teacher-student relationships matter hugely, as does being known, respected and understood. Individual factors also play a role, with special educational needs, mental health concerns and family breakdown, all feeding into engagement and attitudes to school. Taking the experiences of these students seriously, the analysis shows that what is actually needed to tackle the assorted, messy, multi-dimensional nature of such lived marginalisation, is a radically comprehensive education system structure, with the social at its heart, where critical pedagogy is embedded classroom practice.
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