‘Go over there and look at the pictures in the book’: an investigation of educational marginalisation, social interactions and achievement motivation in an alternative middle school setting

Abstract

The middle years of school represent a time of educational turbulence, serving to marginalise some students from educational opportunities. Much research has focussed on individual cognitive factors influencing educational engagement, with less attention directed towards social interactions. Theoretically positioned within an expectancy–value model of achievement motivation, this study draws on the lived experience of a 12-year-old student within an alternative school in South Australia, Australia, to explore how social encounters may contribute to educational marginalisation. Findings from a narrative case study employing a semi-structured interview suggested that connections exist between social influences, such as interactions with teachers and peers, and subsequent achievement motivation. This study suggests that social interactions are critical determinants to an individual's educational engagement, affecting educational ability, expectancy and value beliefs.

Keywords:

• alternative education
• educational marginalisation
• middle year education
• social interaction
• expectancy–value theory

Notes on contributors

Dr Marnie Best, PhD, BEd (Hons.). Staff profile: see http://www.unisanet.unisa.edu.au/staff/homepage.asp?name=marnie.best. She is a Lecturer in the School of Education, University of South Australia. She is an experienced teaching and research academic across a range of undergraduate, postgraduate and Higher degree by research (HDR) programmes. Her current research draws on educational psychological theory to investigate how social and psychological factors influence educational dispositions, achievement motivation and educational marginalisation within alternative educational contexts. Through her involvement in the University of South Australia's Centre for Research in Education (CREd) Wellbeing Research Group and CREd Pedagogies for Justice Research Group, she is committed to actively incorporating student voice to inform practice, pedagogy and policy for some of the most educationally marginalised students.

Dr Deborah Price, PhD, MEd, MEd Studies (Ed Psych), Grad Cert Maths Ed, BEd (Spec Ed), Dip T. Lecturer: Inclusive Education and Wellbeing. Staff profile: see http://people.unisa.edu.au/Debbie.Price. She is an experienced academic, whose career is characterised by a breadth and depth of academic and community contributions, ranging from extensive pre-service teacher education delivery, HDR student supervision, to involvement in research grants. In her current role as Lecturer: Inclusive Education and Wellbeing for the School of Education, University of South Australia, she focusses on her areas of specialisation including educational psychology, inclusive and special education, disability, cyberbullying, and learner and educator well-being. Current research initiatives centre on promoting well-being and identity pertaining to disadvantage and diversity to advocate socially just and quality of life initiatives. Recent research grants include: Interpretation and enactment of the Australian curriculum by educators of students verified with a disability; Place-based critical inquiry: exploring sense of place, school ecology and social inclusion for students with special needs; and Cyber bystanders: the role of the bystander in cyberspace and cyberbullying in an Australian context. Her research informs the design of pre-service teacher education programmes at the University of South Australia, to equip emerging teachers in supporting the well-being and educational needs of students with a diversity of needs, in particular, students with disabilities. As Deputy Director of the University of South Australia, Centre for Research in Education (CREd) Wellbeing Research Group, the aim is to lead and build scholarship and research around social sustainability and citizenship, in particular well-being, relationships, identity, inclusion and educational influence. This is complemented by her active membership of the CREd Pedagogies for Justice Research Group, and local, national and international associations spanning education, well-being and disability disciplines.

Associate Professor Faye McCallum, PhD, MEd(Research), Grad Dip T(Arts), Dip T(ECE). Staff profile: see http://www.unisanet.unisa.edu.au/staff/Homepage.asp?Name=Faye.McCallum. Associate Professor Faye McCallum is Associate Head (Academic) responsible for teaching and learning and all academic programmes in the School of Education at the University of South Australia. She has extensive experience in the accreditation of initial teacher education programmes in Australia. Current research interests include: social justice and equity; children's well-being; teacher well-being; technology-enhanced learning in higher education; community partnerships; and the attraction, retention and sustainability of teachers to rural communities.