Working within and against the Grain of Policy in an Alternative School

Autor/inn/en	Riddle, Stewart; Cleaver, David
Titel	Working within and against the Grain of Policy in an Alternative School
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 4, S.498-510 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riddle, Stewart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1105790
Schlagwörter	Nontraditional Education; Politics of Education; Educational Philosophy; Educational Policy; High Schools; Social Justice; Student Motivation; Student Participation; Learner Engagement; Space Utilization; Critical Theory; Educational Administration + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Educational policy; Bildungspolitik; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; High school; Oberschule; Soziale Gerechtigkeit; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Raumnutzung; Kritische Theorie; Bildungsverwaltung; Schuladministration; Schulverwaltung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01