- Title
- When students "speak back": Student engagement towards a socially just society
- Creator
- Smyth, John
- Date
- 2012
- Type
- Text; Book chapter
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/45516
- Identifier
- vital:5838
- Identifier
- ISBN:9781617357312
- Abstract
- This chapter explores theoretically and practically the rationale, approaches, possibilities, and cffecL or engaging with students in schools in ways that challenge injustices and that regard education as beingforsocialjustice. Examples and illustrations arc drawn from research by the author in Australia from over 2!'i critical cthnographics of disadvantaged schools conducted over the past two decades. The central framing themes and ideas for the chapter focus on: • student voice • the relational school • the pedagogically engaged school • community organizing for activist reform • community-voiced approaches lo schooling • "speaking the unpleasant" about poverty, education, and class • beyond commodification, prescription, and consumption The chapter presents a number of ethnographic slices or portraits of students and schools that have created ways of "working against the grain" in the sense of foregrounding notions of social justice and challenging dominant, deforming, and damaging approaches to education and supplanting them with alternatives. The chapter explores what is possible when teachers, students, parents, and communities take seriously the opportunity to embrace a socially critical view of student engagement.
- Publisher
- Charlotte Information Age Publishing
- Relation
- Student engagement in urban schools: Beyond neoliberal discourses p. 73-90
- Rights
- © 2012
- Rights
- This metadata is freely available under a CCO license
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