Fractured identities: exploring engagement and disengagement in the process of lifelong learning

Article

Macfarlane, Kym and Noble, Karen. 2006. "Fractured identities: exploring engagement and disengagement in the process of lifelong learning." International Journal of Equity and Innovation in Early Childhood (IJEIEC). 4 (1), pp. 63-76.
Article Title

Fractured identities: exploring engagement and disengagement in the process of lifelong learning

ERA Journal ID40813
Article CategoryArticle
AuthorsMacfarlane, Kym (Author) and Noble, Karen (Author)
Journal TitleInternational Journal of Equity and Innovation in Early Childhood (IJEIEC)
Journal Citation4 (1), pp. 63-76
Number of Pages14
Year2006
Place of PublicationMelbourne, Australia
ISSN1448-6318
Abstract

The authors challenge the accepted wisdom that children’s academic success is enhanced when their parents engage with their schooling. Their research in Australia shows that such positive relationships assume and rely on children performing the role of ‘proper’ learners, while their parents engage in ‘proper’ ways with schools that are increasingly corporate and managerialist. The institution’s reaction to any ‘impropriety’ by the child-as-learner is likely to lead to the child disengaging from school, irrespective of their parents’ engagement with it; and
as schools emphasize the centrality of ‘lifelong learning’ (in academic terms) to a child’s later success, for a disengaged child, ‘lifelong learning’ becomes lifelong
failure.

Keywordslearning; school environment; child-as-learner; lifelong learning
ANZSRC Field of Research 2020390302. Early childhood education
390403. Educational administration, management and leadership
Public Notes

Article copyrights held by authors. All else © 2006. Centre for Equity and Innovation in Early Childhood

Byline AffiliationsGriffith University
Faculty of Education
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