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Once you get into the box you can't get out : Schools managing at risk students and their post-school options

Angwin, Jennifer, Shacklock, Geoffrey and Blackmore, Jill 2001, Once you get into the box you can't get out : Schools managing at risk students and their post-school options, in AARE 2001 : Crossing borders : New frontiers in educational research : Australian Association for Research in Education conference proceedings, Australian Association for Research in Education, Coldstream, Vic..

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Title Once you get into the box you can't get out : Schools managing at risk students and their post-school options
Author(s) Angwin, Jennifer
Shacklock, Geoffrey
Blackmore, Jill
Conference name Australian Association for Research in Education. Conference (2001 : Fremantle, W.A.)
Conference location Fremantle, W.A.
Conference dates 2-6 Dec. 2001
Title of proceedings AARE 2001 : Crossing borders : New frontiers in educational research : Australian Association for Research in Education conference proceedings
Editor(s) Shilton, W.
Jeffrey, R.
Publication date 2001
Conference series Australian Association for Research in Education Conference
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Summary This paper explores student and teacher understandings of what it means to be 'at risk' in a Northern metropolitan Melbourne school located in the area of high cultural diversity and unemployment. The research team undertook a range of interviews with 20 Year 10 students and their teachers as part of a research project investigating teacher and student attitudes to the role of the school in how at risk young people understand their futures. Drawing on Bourdieu's notion of habitus for a conceptual framework, we describe three 'anecdotal cases’ that exemplify the 'static' nature of the relations between the school, the teachers, the students and the community. The cases highlight the following paradoxes: (i) a teacher discourse of care that fails to address student motivation and attempts to change; (ii) a lack of agency for both teachers and students when dealing with at risk categories and attempts to best manage post school options; and (iii) the apparent alienation from the school of parents in an otherwise cohesive local community. These tensions were manifestations of staff composition and dynamics, cultural attitudes, and a limited sense of location that worked against resilience, mobility and capacity building for the students.
Notes Reproduced with the specific permission of the copyright owner.
ISSN 1324-9339
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2001, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30013651

Document type: Conference Paper
Collections: School of Social and Cultural Studies in Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.