Working within and against the grain of policy in an alternative school

Riddle, Stewart and Cleaver, David (2017) Working within and against the grain of policy in an alternative school. Discourse: Studies in the Cultural Politics of Education, 38 (4). pp. 498-510. ISSN 0159-6306

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Abstract

This paper investigates the ways that teachers in one alternative school blur the boundaries of the political, personal and philosophical in their efforts to re-engage marginalised and disenfranchised young people. The labours of the school staff at Harmony High offer an intriguing narrative of working both within and against the grain of policy mandates, curriculum narrowing and the pervasive effects of neoliberalism. Through the physical and social spatiality, critical pedagogical and affective engagement of learners, new schooling assemblages might be formed. The work being done by teachers in alternative schooling contexts such as that of Harmony High – while situated, meaningful and deeply contextualised – offers hope for reconstituting mainstream education in more socially-just ways that serve the needs and interests of everybody.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 14 Jun 2016 04:02
Last Modified: 19 Dec 2017 02:10
Uncontrolled Keywords: alternative schooling; social justice; education policy
Fields of Research : 16 Studies in Human Society > 1605 Policy and Administration > 160506 Education Policy
13 Education > 1301 Education Systems > 130106 Secondary Education
Identification Number or DOI: 10.1080/01596306.2015.1105790
URI: http://eprints.usq.edu.au/id/eprint/27988

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