2015
DOI: 10.1080/09650792.2015.1060894
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Taking on Bourdieu’s ‘destiny effect’: theorising the development and sustainability of a socially just second-chance schooling initiative using a Bourdieusian framework

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Cited by 3 publications
(6 citation statements)
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“…McGregor et al (2015: 621) point out ways of making learners’ educational experiences ‘meaningful’ (a) by supporting them in developing their own learning goals and identifying knowledge and skills that are relevant to their lifeworlds and (b) by addressing their out-of-school needs, valuing difference within each setting, and a willingness to listen to students’ views on a range of matters (representative justice; p.623). Similarly, Bills et al (2016) in discussing the role of storytelling in re-engaging outside-of-schooling young people to get back into secondary learning showed that SCSs could be sites of transformation rather than of reproduction had students been involved into co-constructing SCS’s curriculum. Horvat and Davies (2011: 158) defend the transformative dimension of SCSs by suggesting that with the right resources and approach, more schools and other educational programs can serve as sites of possibility and transformation rather than as reproducers of social inequality.…”
Section: Literature Reviewmentioning
confidence: 99%
“…McGregor et al (2015: 621) point out ways of making learners’ educational experiences ‘meaningful’ (a) by supporting them in developing their own learning goals and identifying knowledge and skills that are relevant to their lifeworlds and (b) by addressing their out-of-school needs, valuing difference within each setting, and a willingness to listen to students’ views on a range of matters (representative justice; p.623). Similarly, Bills et al (2016) in discussing the role of storytelling in re-engaging outside-of-schooling young people to get back into secondary learning showed that SCSs could be sites of transformation rather than of reproduction had students been involved into co-constructing SCS’s curriculum. Horvat and Davies (2011: 158) defend the transformative dimension of SCSs by suggesting that with the right resources and approach, more schools and other educational programs can serve as sites of possibility and transformation rather than as reproducers of social inequality.…”
Section: Literature Reviewmentioning
confidence: 99%
“…Other critical sociology scholars have also challenged the undisclosed pathological meaning within the term 'students at risk'. They assert that young people are marginalised by unfair societal structures of which schooling is one, and turn the problem upon schools and educational systems rather than allowing the problem to reside solely with the student (Bills, Cook, & Wexler, 2015;Smyth, 2010;Smyth, Angus, Down, & Mcinerney, 2008;Smyth & Hattam, 2002;Smyth, Hattam, & Cannon, 2004, Smyth et al, 2003.…”
Section: Q3: How Has This Representation Of the Problem Come About?mentioning
confidence: 99%
“…There can be little doubt from the accumulating research evidence that as conditions conducive to learning in schools deteriorate through emphases on accountability, standards, measurement, and high stakes testing, that increasing numbers of students of colour and those from urban, working class, and minority backgrounds are making active choices that school is not for them. (Smyth, 2009, p. 279) Picking up again on Smyth's critique of standards, accountability, measurement and high stakes testing, within the SA FLO policy context, standardised policy logics also work against the engagement of potential FLO students within conventional schools (Bills et al, 2015). So whilst we see the potential of socially just secondary school redesign as another way to think about SI policy, essentially directed towards how schools choose to do schooling, we are aware that this approach would be very difficult because it contests the entrenched design logics of conventional schools.…”
Section: Q3: How Has This Representation Of the Problem Come About?mentioning
confidence: 99%
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