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dc.contributor.authorMcGregor, Glendaen_US
dc.contributor.authorMills, Martinen_US
dc.date.accessioned2017-05-03T13:57:04Z
dc.date.available2017-05-03T13:57:04Z
dc.date.issued2012en_US
dc.date.modified2014-08-28T05:05:27Z
dc.identifier.issn13603116en_US
dc.identifier.doi10.1080/13603116.2010.529467en_US
dc.identifier.urihttp://hdl.handle.net/10072/42293
dc.description.abstractThis paper reports on research conducted in alternative schools/flexible learning centres designed to support young people marginalised from mainstream schooling in Australia. Many of the young people attending these centres had left school due to difficult personal circumstances and/or significant conflicts with schooling authorities. We argue that the ways in which these schools construct their learning environments, teaching programmes and pedagogical relationships are conducive to encouraging such young people to re-engage with educational processes and thus should be supported as viable alternatives within schooling sectors. Moreover, we contend that data gathered from these sites should be used to inform many of the practices within mainstream schools that currently contribute to the marginalisation of certain categories of youth. Keywords: alternative schooling; marginalised youth; socially just schoolingen_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent410715 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.ispartofpagefrom843en_US
dc.relation.ispartofpageto862en_US
dc.relation.ispartofissue8en_US
dc.relation.ispartofjournalInternational Journal of Inclusive Educationen_US
dc.relation.ispartofvolume16en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchSecondary Educationen_US
dc.subject.fieldofresearchcode130106en_US
dc.titleAlternative education sites and marginalised young people: 'I wish there were more schools like this one'en_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 Taylor & Francis. This is an electronic version of an article published in International Journal of Inclusive Education, Vol. 16(8), 2011, pp. 843-862. International Journal of Inclusive Education is available online at: http://www.tandfonline.com with the open URL of your article.en_US
gro.date.issued2012
gro.hasfulltextFull Text


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