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dc.contributor.authorMcGregor, G
dc.contributor.editorC. Paechter, T. Bibby, W. Carr, R. Edwards, M. Felix, J. Frankham, J. Perryman & N. Rassool
dc.date.accessioned2017-05-03T13:57:03Z
dc.date.available2017-05-03T13:57:03Z
dc.date.issued2011
dc.date.modified2012-09-14T02:04:02Z
dc.identifier.issn1468-1366
dc.identifier.doi10.1080/14681366.2010.510803
dc.identifier.urihttp://hdl.handle.net/10072/39596
dc.description.abstractNarratives of power that purport to represent the 'truth' of others need to be challenged by the individual stories of those who are silenced by 'authority' and 'expert' opinion. This paper utilises research data from an open-ended ethnographic study of 32 Australian high school students at the turn of the twenty-first century. In its entirety, this research explored a range of issues in respect to contemporary youth, including globalisation, technological change and identity formation. In this paper, I present a selection of that data to invite reflection upon the notion that in order to encourage the intellectual growth and engagement of many youth whose sensibilities and behaviour have been shaped by a postmodern milieu, educators need to review the student-teacher binary and work to establish more egalitarian relationships. As educators, we cannot ignore the impact on young people of social, cultural and economic transformations. Data presented in this paper support the perspective that our pedagogical relationships with today's students are fundamental to their engagement with schooling. Keywords: school reform; student voice; feminist poststructuralist theory; postcolonialism
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent293833 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto20
dc.relation.ispartofissue1
dc.relation.ispartofjournalPedagogy, Culture & Society
dc.relation.ispartofvolume19
dc.rights.retentionY
dc.subject.fieldofresearchEducation policy, sociology and philosophy
dc.subject.fieldofresearchSecondary education
dc.subject.fieldofresearchcode3902
dc.subject.fieldofresearchcode390306
dc.titleEngaging Gen Y in schooling: the need for an egalitarian ethos of education
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2011 Routledge. This is an electronic version of an article published in Pedagogy, Culture and Society, Volume 19, Issue 1, 2011, pages 1-20. Pedagogy, Culture and Society is available online at: http://www.informaworld.com with the open URL of your article.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorMcGregor, Glenda V.


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