Alternative schooling, social justice and marginalised students: teaching and learning in an alternative music school

Riddle, Stewart and Cleaver, David (2017) Alternative schooling, social justice and marginalised students: teaching and learning in an alternative music school. Palgrave Studies in Alternative Education. Palgrave Macmillan Ltd., United Kingdom. ISBN 978-3-319-58989-3

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Abstract

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. The school utilises a rich music-infused curriculum that connects to the lives of its students, alongside a democratic ethos and ethic of care for members of the school community, including the students, teachers, and parents. The combination of personal narratives together with detailed critical discussion, provides a compelling argument for how schools can make a major difference to the lives of young people. The case study presented in this book offers one potential response to the institutionalised social and educational inequities that young people continue to face, and highlights the important lessons from alternative schooling for education more broadly. It will be of particular interest to researchers in the areas of education and sociology, especially those concerned with matters of social justice and equity in education.


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Item Type: Book (Commonwealth Reporting Category A)
Refereed: Yes
Item Status: Live Archive
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 26 Jun 2017 22:59
Last Modified: 11 Jul 2017 05:07
Uncontrolled Keywords: alternative schooling, education, music, social justice
Fields of Research : 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1301 Education Systems > 130106 Secondary Education
Identification Number or DOI: 10.1007/978-3-319-58990-9
URI: http://eprints.usq.edu.au/id/eprint/32516

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