(Re)conceptualising risk: left numb and unengaged and lost in a no‐man’s‐land or what (seems to) work for at‐risk students
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Notice bibliographique
Résumé
Abstract This review of current research into at‐risk programmes serves to categorise and characterise existing programmes and to evaluate the contribution of these programmes to assisting students at risk from marginalised backgrounds. This characterisation questions the (sometimes) implicit assumptions and the consequences of those assumptions inherent in and behind these various accounts. Using as a lens the (various and varied) understandings of social justice and the goals of education, the author identifies three sometimes overlapping and sometimes contesting standpoints in relation to at‐risk students, characterised as instrumentalist or rational technical, social constructivist or individualist, and critical transformative or empowering. It is argued that a critical transformative understanding of risk may deliver improved outcomes for young people by challenging 'the school context in which the young people are located'. Keywords: student risksocial justicecritical pedagogy Acknowledgements The author extends a special thanks to the teachers and especially the students who made this study possible. Thanks also to the very constructive and helpful comments from the anonymous reviewers on a previous draft. Notes 1. See, for example, International Journal of Inclusive Education, a special issue on 'Pedagogies as an Issue of Social Justice and Inclusion' (Lingard and Mills Citation2007a). 2. Munns's (Citation2007) conceptualisation of both small e engagement (commitment to classroom experiences) and big E engagement (commitment to education), as described in The Fair Go Project, is an example of transformative understandings of risk differentiating between substantive and procedural engagement. 3. Gale (Citation2000) identifies three contesting views of social justice: retributive, redistributive and recognitive. For further details, see Gale and Densmore (2002). 4. The Victorian Certificate of Applied Learning (VCAL) is a hands‐on option for students in Years 11 and 12. It gives practical work‐related experience, as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. Like the Victorian Certificate of Education (VCE), VCAL is an accredited secondary certificate (for further information, see http://www.vcaa.vic.edu.au/vcal/). 5. In Australia, according to a report released by the Australian Bureau of Statistics, 43% of all students attend fee‐paying schools. This proportion is higher in secondary education. Victoria is the most privatised of all Australian states (see http://www.abs.gov.au/Ausstats/abs@.nsf/lookupMF/1E44BCDEF87BCA2FCA2568A9001393E7). 6. The New Community Schools initiative in Scotland seeks to improve participation, raise achievement, improve health and transform communities. 7. For more information about Productive Pedagogies, see the Education Queensland website which describes these powerful and comprehensive set of messages for policy reform and realignment (http://education.qld.gov.au/public_media/reports/curriculum-framework/qsrls/). 8. In Canada, see, for example, Smith et al. (Citation2001).
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle