Pub Date : 2018-06-18DOI: 10.1163/9789463512428_002
Joseph Thomas
This chapter aims to locate FLOs within Australia's prevailing neoliberal political economy and shed light on their role as sites of resistance to contemporary market fundamentalism. It brings together critical scholarship on recent moves towards the centralisation, standardisation and marketisation of education in Australia. The chapter explores the resulting concentration of disadvantage in low SES area schools and pressures to 'exit' low performing students, increasingly into the flexible learning sector. Discussion also draws on research concerning the proliferation of high-stakes, competitive testing in Australia and the outsized influence of national and international assessment regimes on local educational policymaking and praxis. The standardised, quantitative assessment currently privileged by policymakers is contrasted with FLOs' holistic approach to the appraisal of educational outcomes. The chapter concludes with the growing call among critical scholars to resist the notion of education as human capital production and the reductive modes of thinking that go along with it.
{"title":"Flexible Learning Options in the Neoliberal Educational Landscape","authors":"Joseph Thomas","doi":"10.1163/9789463512428_002","DOIUrl":"https://doi.org/10.1163/9789463512428_002","url":null,"abstract":"This chapter aims to locate FLOs within Australia's prevailing neoliberal political economy and shed light on their role as sites of resistance to contemporary market fundamentalism. It brings together critical scholarship on recent moves towards the centralisation, standardisation and marketisation of education in Australia. The chapter explores the resulting concentration of disadvantage in low SES area schools and pressures to 'exit' low performing students, increasingly into the flexible learning sector. Discussion also draws on research concerning the proliferation of high-stakes, competitive testing in Australia and the outsized influence of national and international assessment regimes on local educational policymaking and praxis. The standardised, quantitative assessment currently privileged by policymakers is contrasted with FLOs' holistic approach to the appraisal of educational outcomes. The chapter concludes with the growing call among critical scholars to resist the notion of education as human capital production and the reductive modes of thinking that go along with it.","PeriodicalId":184824,"journal":{"name":"Gauging the Value of Education for Disenfranchised Youth","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131680642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-18DOI: 10.1163/9789463512428_003
George Myconos
{"title":"Identifying the Defining Features of Flexible Learning Options","authors":"George Myconos","doi":"10.1163/9789463512428_003","DOIUrl":"https://doi.org/10.1163/9789463512428_003","url":null,"abstract":"","PeriodicalId":184824,"journal":{"name":"Gauging the Value of Education for Disenfranchised Youth","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131051009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-18DOI: 10.1163/9789463512428_004
Valda Wallace
Since the early 1990's, a number of government-driven initiatives have been implemented in a bid to improve educational outcomes for Aboriginal and Torres Strait Islander peoples-some with ambitious targets. More recently, closing the school completion gap has become a national challenge. Research has identified that good educational outcomes for Aboriginal and Torres Strait Islander peoples may be minimal unless other aspects of socioeconomic disadvantage such as health, housing, employment and access to education are addressed. It is therefore paramount to understand how participation in Flexible Learning Options (FLOs) may open pathways to improved health, social wellbeing and employment for Aboriginal and Torres Strait Islander young people. This chapter focuses on the experiences of Aboriginal and Torres Strait Islander students and staff who have participated in FLO programs. Findings should inform discussions around the value of FLOs' holistic approach to education for improved life outcomes.
{"title":"Aboriginal and Torres Strait Islander Young People and Staff ‘Talk Up’ The Value of Flexible Learning Options","authors":"Valda Wallace","doi":"10.1163/9789463512428_004","DOIUrl":"https://doi.org/10.1163/9789463512428_004","url":null,"abstract":"Since the early 1990's, a number of government-driven initiatives have been implemented in a bid to improve educational outcomes for Aboriginal and Torres Strait Islander peoples-some with ambitious targets. More recently, closing the school completion gap has become a national challenge. Research has identified that good educational outcomes for Aboriginal and Torres Strait Islander peoples may be minimal unless other aspects of socioeconomic disadvantage such as health, housing, employment and access to education are addressed. It is therefore paramount to understand how participation in Flexible Learning Options (FLOs) may open pathways to improved health, social wellbeing and employment for Aboriginal and Torres Strait Islander young people. This chapter focuses on the experiences of Aboriginal and Torres Strait Islander students and staff who have participated in FLO programs. Findings should inform discussions around the value of FLOs' holistic approach to education for improved life outcomes.","PeriodicalId":184824,"journal":{"name":"Gauging the Value of Education for Disenfranchised Youth","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133229552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-18DOI: 10.1163/9789463512428_001
K. Riele
This introductory chapter provides a context for the book from two perspectives: at the micro level, the previous lived experiences of young people in Flexible Learning Options (FLOs), and at the macro level, economic and policy pressures. The persistent impact of social background on educational experiences and achievement is widely recognised. For students in FLOs, mainstream schooling has not worked well due to one or more factors of social and educational disenfranchisement. FLOs respond to this with approaches underpinned by social justice. Demand for FLOs has increased in recent decades. High levels of youth unemployment and under-employment mean that education is an alternative to entering a precarious labour market. Moreover, policy initiatives in Australia and elsewhere are aimed at increasing educational attainment. These conditions particularly impact on disenfranchised young people, and on the FLOs that aim to offer them an engaging, high-quality education.
{"title":"The Context of Flexible Learning Options","authors":"K. Riele","doi":"10.1163/9789463512428_001","DOIUrl":"https://doi.org/10.1163/9789463512428_001","url":null,"abstract":"This introductory chapter provides a context for the book from two perspectives: at the micro level, the previous lived experiences of young people in Flexible Learning Options (FLOs), and at the macro level, economic and policy pressures. The persistent impact of social background on educational experiences and achievement is widely recognised. For students in FLOs, mainstream schooling has not worked well due to one or more factors of social and educational disenfranchisement. FLOs respond to this with approaches underpinned by social justice. Demand for FLOs has increased in recent decades. High levels of youth unemployment and under-employment mean that education is an alternative to entering a precarious labour market. Moreover, policy initiatives in Australia and elsewhere are aimed at increasing educational attainment. These conditions particularly impact on disenfranchised young people, and on the FLOs that aim to offer them an engaging, high-quality education.","PeriodicalId":184824,"journal":{"name":"Gauging the Value of Education for Disenfranchised Youth","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128263836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-18DOI: 10.1163/9789463512428_007
Joseph Thomas, R. Welters
This chapter investigates the effects of students’ sense of belonging at school at age 15/16 on their life satisfaction and mental and emotional wellbeing as young adults. The study utilises data from the 2003 cohort of the Longitudinal Surveys of Australian Youth (LSAY), which, follows more than 3,000 students over a ten-year period. Using a propensity score matching methodology to elucidate causal (rather than correlative) relationships, we find that a weak sense of belonging at school at age 15/16 manifests in statistically significant lower levels of self-reported mental and emotional wellbeing one decade onwards. Our findings suggest that policies that increase young people’s sense of belonging as students entail benefits that extend well beyond their time at school.
{"title":"The Importance of Belonging","authors":"Joseph Thomas, R. Welters","doi":"10.1163/9789463512428_007","DOIUrl":"https://doi.org/10.1163/9789463512428_007","url":null,"abstract":"This chapter investigates the effects of students’ sense of belonging at school at age 15/16 on their life satisfaction and mental and emotional wellbeing as young adults. The study utilises data from the 2003 cohort of the Longitudinal Surveys of Australian Youth (LSAY), which, follows more than 3,000 students over a ten-year period. Using a propensity score matching methodology to elucidate causal (rather than correlative) relationships, we find that a weak sense of belonging at school at age 15/16 manifests in statistically significant lower levels of self-reported mental and emotional wellbeing one decade onwards. Our findings suggest that policies that increase young people’s sense of belonging as students entail benefits that extend well beyond their time at school.","PeriodicalId":184824,"journal":{"name":"Gauging the Value of Education for Disenfranchised Youth","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116755007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-18DOI: 10.1163/9789463512428_005
Sue McGinty, Sue Bursey, H. Babacan
Young people want an education but on terms that they feel meet their needs and aspirations. The dearth of studies that focus on what young people say about their education has been noted in the literature, particularly the voices of those who have been disenfranchised by their educational experiences. This chapter addresses that gap and examines what the sixty-one young people in this study had to say about what they value in their flexible learning option (FLO). The detailing of the methodology is important as is understanding the young persons' worldview. The young people talk about innovative education that addresses their current needs, as well as a focus on the future. They had little tolerance for their previous educational experiences and were in high praise of the teachers and staff at the FLOs whose specialised teaching and pastoral care they appreciated. The implications are stark; young people need to feel safe and respected so that they can engage in learning with teachers/staff who are prepared to teach/work differently.
{"title":"I Just Want an Education! Young People’s Perspectives","authors":"Sue McGinty, Sue Bursey, H. Babacan","doi":"10.1163/9789463512428_005","DOIUrl":"https://doi.org/10.1163/9789463512428_005","url":null,"abstract":"Young people want an education but on terms that they feel meet their needs and aspirations. The dearth of studies that focus on what young people say about their education has been noted in the literature, particularly the voices of those who have been disenfranchised by their educational experiences. This chapter addresses that gap and examines what the sixty-one young people in this study had to say about what they value in their flexible learning option (FLO). The detailing of the methodology is important as is understanding the young persons' worldview. The young people talk about innovative education that addresses their current needs, as well as a focus on the future. They had little tolerance for their previous educational experiences and were in high praise of the teachers and staff at the FLOs whose specialised teaching and pastoral care they appreciated. The implications are stark; young people need to feel safe and respected so that they can engage in learning with teachers/staff who are prepared to teach/work differently.","PeriodicalId":184824,"journal":{"name":"Gauging the Value of Education for Disenfranchised Youth","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133341822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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