期刊名称：International Journal of Child, Youth & Family Studies
电子版ISSN：1920-7298
出版年度：2016
卷号：7
期号：2
页码：198-217
DOI：10.18357/ijcyfs72201615718
语种：English
出版社：University of Victoria
摘要：This paper is concerned with “what works” in alternative schools, also known as flexible learning centres, in the state of Queensland, Australia. Generally, young people who find their way to an alternative educational provider have left school early due to difficult personal circumstances or significant clashes with schooling authorities and their associated disciplinary requirements. This research at eight case-study alternative schools shows that their students were reconnecting to educational futures because of policies and practices that were quite different from those of mainstream schools. By reimagining their relational, pedagogical, curricular, and pastoral work, many of these alternative schools and centres have created learning environments that cater to the holistic needs of young people, particularly those on the margins of societies. It is our contention that mainstream schools might use ideas from this growing alternative educational sector to inform their practices positively and thus retain many of their most vulnerable students.
其他摘要：This paper is concerned with “what works” in alternative schools, also known as flexible learning centres, in the state of Queensland, Australia. Generally, young people who find their way to an alternative educational provider have left school early due to difficult personal circumstances or significant clashes with schooling authorities and their associated disciplinary requirements. This research at eight case-study alternative schools shows that their students were reconnecting to educational futures because of policies and practices that were quite different from those of mainstream schools. By reimagining their relational, pedagogical, curricular, and pastoral work, many of these alternative schools and centres have created learning environments that cater to the holistic needs of young people, particularly those on the margins of societies. It is our contention that mainstream schools might use ideas from this growing alternative educational sector to inform their practices positively and thus retain many of their most vulnerable students.
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