Excluded from school: getting a second chance at a ‘meaningful’ education

Abstract

In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young people described how, when given the opportunity, they were able to engage in more meaningful learning in environments that recognised and accommodated their personal circumstances, and avoided authoritarian rule. A question we address is: What kinds of educational experiences facilitate ‘meaningful learning’ for these students?

Keywords:

• alternative schools
• second chance schools
• social justice and education
• meaningful learning

Notes on contributors

Dr Glenda McGregor is a Senior Lecturer in the School of Education and Professional Studies at Griffith University, Australia. Her research interests include democratic and alternative approaches to schooling, youth studies and social justice and education. Her most recent book (2014) co-authored with Martin Mills is Re-engaging Young People in Education (London, Routledge).

Martin Mills is a Research Professor in the School of Education at The University of Queensland, Australia. His research focuses on social justice issues in education. He holds a Visiting Professorship at Kings College London.

Associate Professor Kitty te Riele is Principal Research Fellow at The Victoria Institute for Education, Diversity & Lifelong Learning at Victoria University, Melbourne, Australia. Her research and publications focus on alternative approaches to schooling for marginalised youth, and on the ethical conduct of research.

Debra Hayes is an Associate Professor in the Faculty of Education and Social Work at the University of Sydney. Her research is located in contexts in which there are high levels of poverty and difference. She draws upon systems of thinking that focus on the effects of disadvantage to examine how these are constituted by schooling discourses and teaching practices.

Notes

1. Reference to a popular children's book for the early years of schooling