declamation
发表于 2025-3-23 10:05:43
Clearing the Path for Learning,hat were utilised for the purposes of removing or alleviating structural barriers and clearing a path for learning. We conclude with the suggestion that these unconventional schools have the potential to provide some valuable lessons to traditionally structured schools.
毗邻
发表于 2025-3-23 14:29:04
Learning Communities and Student Voice,ncouraging student voice by: collaborating with young people; listening to their opinions; incorporating choice and flexibility; and through practices that develop equity and community membership, agency, and active, independent citizenship.
悲痛
发表于 2025-3-23 18:07:50
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plasma
发表于 2025-3-23 22:17:35
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美食家
发表于 2025-3-24 04:45:58
Thinking Differently About Schooling,mplications for schooling of deficit constructions of youth, we consider what a ‘meaningful’ education might look like in contrast to the traditional ‘grammar of schooling’. We conclude with an outline of our theoretical and methodological frameworks and describe the research sites and processes.
多骨
发表于 2025-3-24 09:05:54
Schooling Against Education,r of themes: structures of inequality, such as the impacts of hardship and out-of-school responsibilities; negative relations, such as bullying, inflexible approaches to discipline and exclusion; and ineffective pedagogical practices combined with a lack of learning support and meaningful curricular choices.
Instrumental
发表于 2025-3-24 13:34:01
Thinking Differently About Schooling,lar, we ask our readers to consider the provocation that there is a difference between ‘schooling’ and ‘education’. We explain key terms that relate to alternative educational provision and describe how we intend to use them in the book. Whilst noting the historical roots of mass education and the i
责问
发表于 2025-3-24 18:25:21
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一瞥
发表于 2025-3-24 20:25:27
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桉树
发表于 2025-3-25 01:05:27
Clearing the Path for Learning,learning. Here we emphasise the importance of such provisions in respect of creating a socially just environment in which highly marginalised young people can learn. Drawing on Nancy Fraser’s dimensions of social justice as a heuristic, we analyse the ways in which our research schools addressed eco