Fractured identities: exploring engagement and disengagement in the process of lifelong learning
Article
Article Title | Fractured identities: exploring engagement and disengagement in the process of lifelong learning |
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ERA Journal ID | 40813 |
Article Category | Article |
Authors | Macfarlane, Kym (Author) and Noble, Karen (Author) |
Journal Title | International Journal of Equity and Innovation in Early Childhood (IJEIEC) |
Journal Citation | 4 (1), pp. 63-76 |
Number of Pages | 14 |
Year | 2006 |
Place of Publication | Melbourne, Australia |
ISSN | 1448-6318 |
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 |
Keywords | learning; school environment; child-as-learner; lifelong learning |
ANZSRC Field of Research 2020 | 390302. 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 Affiliations | Griffith University |
Faculty of Education |
https://research.usq.edu.au/item/9zx74/fractured-identities-exploring-engagement-and-disengagement-in-the-process-of-lifelong-learning
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