You are not logged in.

Student participation and disadvantage: limitations in policy and practice

Black, Rosalyn 2011, Student participation and disadvantage: limitations in policy and practice, Journal of youth studies, vol. 14, no. 4, pp. 463-474, doi: 10.1080/13676261.2010.533756.

Attached Files
Name Description MIMEType Size Downloads

Title Student participation and disadvantage: limitations in policy and practice
Author(s) Black, RosalynORCID iD for Black, Rosalyn orcid.org/0000-0001-5427-0565
Journal name Journal of youth studies
Volume number 14
Issue number 4
Start page 463
End page 474
Total pages 12
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2011-06
ISSN 1367-6261
1469-9680
Keyword(s) citizenship
schooling
social class
youth culture
exclusion
Summary The public policy of numerous nations, including Australia, articulates a clear expectation that schools will develop young people’s capacities to participate in civic society and its democratic structures and processes. A romantic policy rhetoric hides a reality that is both more complex and less well understood than is typically acknowledged. Young people’s democratic participation is subject to varying interpretations and implementation, and is employed to serve varying agendas. The role of schools in developing this participation is particularly subject to tensions and contradictions that can work to undermine and constrain the participation of marginalised young people. There is an abundance of research and policy literature on this topic. Yet, within this plethora of prescription and commentary, the key threads that might make a difference are not always clear. Moreover, there is little in this supposedly inclusive agenda that considers its implications for marginalised groups. This article provides a meta-analysis of the current policy and research landscape, examining the dominant discourses and their implications for young people’s participation. It focuses particular attention on the position of marginalised young people as it emerges from the literature and outlines an alternative agenda with the potential to challenge an overly complacent policy and practice context.
Language eng
DOI 10.1080/13676261.2010.533756
Field of Research 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
1608 Sociology
1303 Specialist Studies In Education
1701 Psychology
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2010, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30074784

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 14 times in TR Web of Science
Scopus Citation Count Cited 19 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 18 Abstract Views, 1 File Downloads  -  Detailed Statistics
Created: Thu, 30 Jul 2015, 13:31:49 EST

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.