By Kitty te Riele
This publication will open your brain to the altering adventure of education, and highlights new and other ways to aid these whose wishes easily don’t healthy into the standard mould. With contributions from top lecturers from Canada, the United States, the united kingdom, the Netherlands, and Australia, this internationally-minded ebook is helping the reader to mirror at the methods teenagers are taught, and offers attainable substitute techniques. worldwide social and monetary alterations and technological advancements are riding the necessity for switch inside of schooling, in order that we will be able to larger cater for a variety of teens. This ebook bargains an outline of the place we're now and the place we'd are looking to move within the future.
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Additional resources for Making Schools Different: Alternative Approaches to Educating Young People
If schools (and the wider population) are seen as valuing product over process, then inevitably some students (possibly those more likely to do less well) may take up ego-defensive strategies such as withdrawing, staying at home and rejecting any further education and training, and constructing alternative and more affirming identities. Yet it is this cohort who are (and always have been) on the receiving end of policies that concentrate on reintroducing them to education and training, after in some cases, nearly 11 years of being constructed as having a ‘problem learner identity’.
Hence, the individualization of responsibility for creating effective pathways through life has heightened the relevance of subjectivities and the task of actively constructing one’s biography. Identity work has become a significant new dimension of learning in late modernity. Learning and identity work in the performing arts The performing arts play a key role in the construction of youth identities. Participation provides young people with the space to begin to negotiate their place in the wider world.
If young people are to construct more positive learner identities, then they are going have to be able to experience and achieve success (a broader version than is currently on offer in a credential, outcomes-driven educational setting). In a time where many of the policies that address young people are constructed on ‘outdated and false assumptions of “youth”, too few take real account of the family context of young people’s lives’ (Jones, 2002: 39). In a world where transitions between youth and adulthood may be fragile and fracturing, and where older versions of adulthood are redundant, for policies to be effective they need to start from an appreciation of how things really are for many of the young people who are the subjects of all these endeavours.