Macfarlane, Kym and Noble, Karen (2006) Fractured identities: exploring engagement and disengagement in the process of lifelong learning. International Journal of Equity and Innovation in Early Childhood, 4 (1). pp. 63-76. ISSN 1448-6318
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The authors challenge the accepted wisdom that children’s academic success is enhanced when their parents engage with their schooling. Their research in Australia shows that such positive relationships assume and rely on children performing the role of ‘proper’ learners, while their parents engage in ‘proper’ ways with schools that are increasingly corporate and managerialist. The institution’s reaction to any ‘impropriety’ by the child-as-learner is likely to lead to the child disengaging from school, irrespective of their parents’ engagement with it; and as schools emphasize the centrality of ‘lifelong learning’ (in academic terms) to a child’s later success, for a disengaged child, ‘lifelong learning’ becomes lifelong failure.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||Article copyrights held by authors. All else © 2006. Centre for Equity and Innovation in Early Childhood|
|Uncontrolled Keywords:||learning; school environment; child-as-learner; lifelong learning|
|Fields of Research (FOR2008):||13 Education > 1301 Education Systems > 130102 Early Childhood Education (excl. Maori)|
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
|Socio-Economic Objective (SEO2008):||C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development|
|Deposited On:||07 May 2010 13:51|
|Last Modified:||07 Feb 2012 13:54|
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