Student engagement in schools serving marginalised communities
Article
Article Title | Student engagement in schools serving marginalised communities |
---|---|
ERA Journal ID | 20686 |
Article Category | Article |
Authors | Riddle, Stewart (Author), Howell, Angelique (Author), McGregor, Glenda (Author) and Mills, Martin (Author) |
Journal Title | International Journal of Inclusive Education |
Number of Pages | 17 |
Year | 2021 |
Place of Publication | United Kingdom |
ISSN | 1360-3116 |
1464-5173 | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/13603116.2021.1956605 |
Web Address (URL) | https://www.tandfonline.com/doi/abs/10.1080/13603116.2021.1956605 |
Abstract | This paper shares findings from a project that examined how schools serving marginalised communities facilitated students’ substantive engagement. Through interviews with students, parents, teachers and school leaders, we determined that substantive engagement was supported by formal and informal strategies that enabled access to rich learning opportunities, the provision of welcoming school and classroom climates, and the enactment of pedagogies of care and school-wide programmes focused on substantive engagement. There were four key areas of substantive engagement: engaging curriculum and pedagogy, engaging school climate, engaging with learners, and engaging with communities. Strategies to support engagement included the removal of barriers to learning, such as assistance with breakfast or public transport, nurturing a positive school climate, providing support for ethnic groups and the delivery of alternative or flexible programmes. Drawing on the findings from five case studies, we propose four principles for substantive student engagement in complex contexts, which will be useful for school leaders and teachers who work in schools that serve marginalised communities. |
Keywords | substantive engagement, nurture, pedagogies of care,learning outcomes, social justice |
ANZSRC Field of Research 2020 | 390203. Sociology of education |
390102. Curriculum and pedagogy theory and development | |
Public Notes | File reproduced in accordance with the copyright policy of the publisher/author. |
Byline Affiliations | School of Education |
Queensland University of Technology | |
Griffith University | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q67xq/student-engagement-in-schools-serving-marginalised-communities
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