How Schools Can Move beyond Exclusion

Autor/inn/en	O'Donovan, Richard; Berman, Naomi; Wierenga, Ani
Titel	How Schools Can Move beyond Exclusion
Quelle	In: International Journal of Inclusive Education, 19 (2015) 6, S.645-658 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2014.961686
Schlagwörter	Foreign Countries; Student Development; Educational Environment; Interpersonal Relationship; Interpersonal Competence; Peer Relationship; Teacher Student Relationship; Functional Behavioral Assessment; Intervention; Social Capital; Social Networks; Experiential Learning; Student Projects; Active Learning; Youth Opportunities; Educational Practices; Change Strategies; Student Improvement; Improvement Programs; Secondary School Students; Disadvantaged Youth; School Holding Power; Case Studies; Australia + Suchen Sie Ihr Suchwort? Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialkapital; Social network; Soziales Netzwerk; Experiental learning; Erfahrungsorientiertes Lernen; Schulprojekt; Aktives Lernen; Bildungspraxis; Lösungsstrategie; Effizienzsteigerung; Sekundarschüler; Benachteiligter Jugendlicher; Case study; Fallstudie; Case Study; Australien
Abstract	Healthy learning environments for young people are underpinned by respectful relationships. Unfortunately, Australian students who do not form reasonable relationships with peers and staff are unlikely to benefit from being at school. These students tend to disengage and are often excluded. However, a growing number of Australian schools have moved beyond exclusion as their default response in dealing with such students. In asking themselves "After exclusion what?" some Australian schools have found that one answer is to create an onsite "enabling space" as an integral part of their student well-being practice. Drawing on an Australian Research Council-funded research project involving the University of Melbourne, Hands On Learning Australia and a wider team of partners, this paper introduces the conceptual framework of enabling spaces to explore respectful relationships through the tripartite lens of "connection", "control" and "meaning". Enabling spaces, built on respectful relationships, foster a sense of belonging in students, encourage and develop self-efficacy, and provide a context for students to derive a sense of purpose. In this way, they can help young--often disadvantaged--people maintain their connection with mainstream schooling. We argue that these elements are common features of all enabling spaces, and discuss the Hands On Learning method as an illustrative case study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01