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With contributions from leading academics from Canada, America the UK, the Netherlands and Australia, this internationally-minded book helps the reader to reflect on the ways young people are taught, and presents possible alternative approaches.
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Drawn from the authors' experiences in the UK, Australia and mainland Europe and with contributions from across the globe, this clear and accessible book includes a wide range of examples. The authors show the reader how to: identify ethical issues which may arise with any research project, gain informed consent, provide information in the right way to participants, and present and disseminate findings in line with ethical guidelines.
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Drawn from the authors' experiences in the UK, Australia and mainland Europe and with contributions from across the globe, this clear and accessible book includes a wide range of examples. The authors show the reader how to: identify ethical issues which may arise with any research project, gain informed consent, provide information in the right way to participants, and present and disseminate findings in line with ethical guidelines.
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This book provokes a conversation about what supportive schooling contexts for both students and teachers might look like, and considers how schooling can contribute to a more socially-just society. It takes as its starting point the position of the most marginalised students, many of whom have either been rejected by or have rejected mainstream schooling, and argues that the experiences of these students suggest that it is time for schools to be reimagined for all young people. Utilizing both theory and data, the volume critiques many of the issues in conventional schools that work against education, and presents evidence ‘from the field’ in the form of data from unconventional schooling sites, which demonstrates some of the structural, relational, curricular and pedagogical changes that appear to be enabling schooling for education for their students. It will be essential reading for students and researchers in the fields of education, sociology and social work, and will also be of great interest to practising teachers.
Sociology of education --- Didactics --- Educational systems. Teaching systems --- Educational sciences --- onderwijspolitiek --- didactiek --- onderwijssociologie --- alternatief onderwijs --- Alternative Education. --- Education --- Sociology of Education. --- Educational Policy and Politics. --- Learning & Instruction. --- Social aspects --- Nontraditional education --- Educational innovations --- Alternative schools --- Experimental methods --- Educational sociology. --- Educational policy. --- Education and state. --- Learning. --- Instruction. --- Educational sociology . --- Education and sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Learning process --- Comprehension --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Aims and objectives --- Government policy --- Learning, Psychology of. --- Instructional Psychology. --- Learning --- Psychology of learning --- Educational psychology --- Learning ability --- Psychological aspects
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This book foregrounds the provision of education for young people who have been remanded or sentenced into custody. Both international conventions and national legislation and guidelines in many countries point to the right of children and young people to access education while they are incarcerated. Moreover, education is often seen as an important protective and ‘rehabilitative’ factor. However, the conditions associated with incarceration generate particular challenges for enabling participation in education. Bridging the fields of education and youth justice, this book offers a social justice analysis through the lens of ‘participatory parity’, the book brings together rare interviews with staff and young people in youth justice settings in Australia, secondary data from these sites, a suite of pertinent and frank reports, and international scholarship. Drawing on this rich set of material, the book demonstrates not only the challenges but also the possibilities for education as a conduit for social justice in custodial youth justice. The book will be of immediate relevance to governments and youth justice staff for meaningfully meeting their obligation of enabling children and young people in custody to benefit from education; and of interest to scholars and researchers in education, youth work and criminology. .
Social justice. --- Juvenile delinquents. --- Corrections. --- Punishment. --- Alternative Education. --- Educational sociology. --- Teaching. --- Social Justice. --- Youth Offending and Juvenile Justice. --- Prison and Punishment. --- Sociology of Education. --- Pedagogy. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Nontraditional education --- Educational innovations --- Alternative schools --- Penalties (Criminal law) --- Penology --- Corrections --- Impunity --- Retribution --- Equality --- Justice --- Correctional services --- Criminal justice, Administration of --- Delinquents --- Delinquents, Juvenile --- Juvenile offenders --- Offenders, Juvenile --- Offenders, Youthful --- Young offenders --- Youthful offenders --- Criminals --- Youth --- Aims and objectives --- Experimental methods --- Delinqüència juvenil --- Educació de presos --- Rehabilitació de delinqüents --- Justícia social
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This book provokes a conversation about what supportive schooling contexts for both students and teachers might look like, and considers how schooling can contribute to a more socially-just society. It takes as its starting point the position of the most marginalised students, many of whom have either been rejected by or have rejected mainstream schooling, and argues that the experiences of these students suggest that it is time for schools to be reimagined for all young people. Utilizing both theory and data, the volume critiques many of the issues in conventional schools that work against education, and presents evidence ‘from the field’ in the form of data from unconventional schooling sites, which demonstrates some of the structural, relational, curricular and pedagogical changes that appear to be enabling schooling for education for their students. It will be essential reading for students and researchers in the fields of education, sociology and social work, and will also be of great interest to practising teachers.
Sociology of education --- Didactics --- Educational systems. Teaching systems --- Educational sciences --- onderwijspolitiek --- didactiek --- onderwijssociologie --- alternatief onderwijs
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This book foregrounds the provision of education for young people who have been remanded or sentenced into custody. Both international conventions and national legislation and guidelines in many countries point to the right of children and young people to access education while they are incarcerated. Moreover, education is often seen as an important protective and 'rehabilitative' factor. However, the conditions associated with incarceration generate particular challenges for enabling participation in education. Bridging the fields of education and youth justice, this book offers a social justice analysis through the lens of 'participatory parity', the book brings together rare interviews with staff and young people in youth justice settings in Australia, secondary data from these sites, a suite of pertinent and frank reports, and international scholarship. Drawing on this rich set of material, the book demonstrates not only the challenges but also the possibilities for education as a conduit for social justice in custodial youth justice. The book will be of immediate relevance to governments and youth justice staff for meaningfully meeting their obligation of enabling children and young people in custody to benefit from education; and of interest to scholars and researchers in education, youth work and criminology. .
Age group sociology --- Sociology of education --- Sociology --- Criminology. Victimology --- Criminal law. Criminal procedure --- Law --- Educational systems. Teaching systems --- Teaching --- sociologie --- straffen en belonen --- onderwijs --- jongerencriminaliteit --- onderwijssociologie --- gevangeniswezen --- alternatief onderwijs --- lesgeven
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"The transformative power of education is widely recognised. Yet, harnessing the transformative power of education is complex for exactly those people and communities who would benefit the most. Much scholarship is available describing the ways in which educational access, opportunity and outcomes are unequally distributed; and much scholarship is dedicated to analysing and critiquing the 'problems' of education. This volume gratefully builds on such analysis, to take a more constructive stance: examining how to better enable education to fulfil its promise of transforming lives. Harnessing the Transformative Power of Education returns overall to a broader language of educational change rather than reduce our sense of scale and scope of 'transformation' to what might be measured in or by schools. It offers a series of practical, local but system wide and socially responsible practices, policies and analyses to support the ways that education can work at its best. The projects described here vary in scale and scope but are rooted in a wider sense of community and social responsibility so that education is considered as a necessary sustainable process to ensure productive futures for all. Its contributors include not only scholars, but also professional experts and young people. The book's aim is to share and advance authentic possibilities for enabling all children and young people to flourish through the transformative power of education".
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This book examines how educational equity is affected during crises - specifically the COVID-19 pandemic. Three key concerns emerge for children's and young people's education: material needs, emotional wellbeing, and access to learning. The evidence highlights how pre-existing educational inequalities were exacerbated as well as altered during the global pandemic. Critical reviews of educational vulnerability and of significant crises over the past century provide the book's foundation. Then, drawing on empirical research from Australia and extensive analysis of international documentation, the book demonstrates significant detriments that pandemic responses caused to formal learning and the broader support role of schools and also addresses promising educational innovations. The book is important not only for scholars in education, but also for practitioners and governments to inform how to better support learning as well as material and emotional wellbeing during and after crises, especially for children and young people experiencing disadvantage. Emily S. Rudling is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Sherridan Emery is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Becky Shelley is a Deputy Director at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Kitty te Riele leads the research portfolio at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Jessica Woodroffe is Coordinator of Partner Programs and a Senior Lecturer at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Natalie Brown is Director of the Peter Underwood Centre and Chair of Academic Senate at the University of Tasmania, Australia.
Sociology --- Computer assisted instruction --- Audiovisual methods --- Educational sciences --- onderwijstechnologie --- sociologie --- computerondersteund onderwijs --- scholen
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