Show simple item record

dc.contributor.authorMcGregor, Glendaen_US
dc.contributor.editorC. Paechter, T. Bibby, W. Carr, R. Edwards, M. Felix, J. Frankham, J. Perryman & N. Rassoolen_US
dc.date.accessioned2017-05-03T13:57:03Z
dc.date.available2017-05-03T13:57:03Z
dc.date.issued2011en_US
dc.date.modified2012-09-14T02:04:02Z
dc.identifier.issn14681366en_US
dc.identifier.doi10.1080/14681366.2010.510803en_US
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; postcolonialismen_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent293833 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto20en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalPedagogy, Culture & Societyen_US
dc.relation.ispartofvolume19en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleEngaging Gen Y in schooling: the need for an egalitarian ethos of educationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 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.en_US
gro.date.issued2011
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record