Titlebook: Rethinking School-to-Work Transitions in Australia; Young People Have So Barry Down,John Smyth,Janean Robinson Book 2018 The Editor(s) (if

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Introduction, student voices in order to better understand school-to-work transitions in neoliberal times. The chapter pays particular attention to the importance of rethinking school-to-work transitions and how this might be achieved. The chapter is organised around the following themes:

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Reinvigorating Pedagogy, 290–294, 1991) believes that ‘the pedagogy of poverty’, by which he means instructional techniques based on transmission models of teaching and learning (e.g., ‘chalk and talk’, ‘question and answer’ and ‘rote memorisation’), is to blame. This chapter sets out to advance an alternative vision of te

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Giving All Students a Fair Go,es Education Foundation,Toronto, 1993). Drawing on the idea of ‘the socially just school’ (Smyth J, Down B, McInerney P, The socially just school: Making space for youth to speak back. Springer, Dordrecht, 2014) the chapter considers how educational policies and practices might be reframed around an

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Understanding Young Lives,lates to financial, physical and mental health issues. Students experiencing adverse personal and family circumstances, through no fault of their own, face additional challenges as they endeavour to cope with the demands of abstract academic schoolwork. These students are often working part-time to

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Understanding Young Lives,support their families, assisting parents and siblings with drug and alcohol problems, and/or coping with personal life stresses. This chapter examines how schools can best support these students in a safe and nurturing environment by: