Schooling practices for marginalized students — practice‐with‐hope

Abstract

Efforts to increase senior secondary retention rates and improve schooling for marginalized students have been influenced by the school effectiveness perspective. This paper outlines several problematic aspects of this perspective and proposes an alternative orientation centred around ‘care’. Drawing on research with students and teachers at two alternative schools, this paper argues that successful teaching and learning in these settings relied on a recognition of teaching as a caring profession and of the emotional dimension of schooling. These findings provide evidence for ‘practice‐with‐hope’, indicating that critique of aspects of school effectiveness research can provide an alternative approach for schools to make a difference.

Acknowledgements

The author thanks the anonymous reviewers for constructive comments, especially in relation to additional useful literature.

Notes

1. Following Teddlie & Reynolds (2000) and Thrupp (2001b), ‘school effectiveness research’ is used here as a broad term to include publications from both effective schools and school improvement research.