LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Doherty, Catherine (2017)
Publisher: Taylor and Francis
Languages: English
Types: Article
Subjects:

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
This paper considers the educational experience constructed under Australia’s policy decision in 2009 to extend compulsory education by requiring that students must be ‘earning or learning’ till 17 years of age. The discussion draws on an empirical project that explored the moral order operating in classrooms for students retained under this policy in non-academic pathways in high schools and Technical and Further Education colleges across three towns experiencing youth employment stress. It asks how the policy regulating these students’ prolonged engagement with formal education plays out in classroom interactions, to what end and to whose benefit. A theoretical lens informed by work by Standing and Wacquant is used to understand the contemporary moment, and work by Durkheim and Bernstein unpacks the moral work implicated in classroom interactions. The analysis describes the light curriculum and the heavy compliance demanded in these ‘edufare’ programmes then argues that in essence the policy seeks to manage the social risk posed by the future precariat. The conclusion reflects on whether this is an adequate policy response to broad generational changes in fortunes and prospects to which education may not have the answers.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Beck, U. (2000). The brave new world of work (P. Camiller, Trans.). Cambridge: Polity.
    • Bernstein, B. (1990). The structuring of pedagogic discourse - class, codes and control, Volume IV.
    • Bernstein, B. (2000). Pedagogy, symbolic control and identity (revised ed.). Lanham: Rowman and Littlefield.
    • Brown, E. R. (2015). Systemic and symbolic violence as virtue: The carceral punishment of African American girls. In S. Haymes, M. V. de Haymes, & R. Miller (Eds.), The Routledge handbook of poverty in the United States (pp. 398-405). Abingdon: Routledge.
    • Brown, P., Lauder, H., & Ashton, D. (2008). Education, globalisation and the knowledge economy: A commentary by the Teaching and Learning Research Programme. Retrieved from London: http://www.tlrp.org/pub/documents/globalisationcomm.pdf Connell, R. (2002). Making the difference, then and now. Discourse: Studies in the cultural politics of education., 23(3), 319-327.
    • Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99-112.
    • doi:10.1080/17508487.2013.776990 Council of Australian Governments. (2009). National partnership agreement on youth attainment and transitions. Canberra AGSP Retrieved from http://www.federalfinancialrelations.gov.au/content/npa/skills/youth_attainment_transitio ns/national_partnership.pdf.
    • Doherty, C. (2015a). The constraints of relevance on prevocational curriculum. Journal of Curriculum Studies, 47(5), 705-722. doi:10.1080/00220272.2015.1069400 Doherty, C. (2015b). Making trouble: ethnographic designs on ruling relations for students and teachers in non-academic pathways. The Australian Educational Researcher., 42(3), 353-370.
    • Doherty, C. (2015c). Understanding classroom trouble through regulative gravity and instructional elasticity. Linguistics and Education, 30, 56-65.
    • Doherty, C., McGregor, R., & Shield, P. (2016). The ordering within moral orders to manage classroom trouble. Pedagogies: an international journal.
    • doi:http://dx.doi.org/10.1080/1554480X.2016.1165617 Dunne, A., Patel, R., & Souto-Otero, M. (2014). Study on policies promoting innovative pedagogies that are effective in tackling low achievement in basic skills: Final report. Retrieved from Brussels: Durkheim, E. (1925/1973). Moral education: A study in the theory and application of the sociology of education (E. Wilson & H. Schnurer, Trans.). New York & London: Free Press MacMillan.
    • Fang, H., Eggleston, K., Rizzo, J., Rozelle, S., & Zeckhauser, R. (2012). The returns to education in China: Evidence from the 1986 Compulsory Education Law. Working paper 18189.
    • 71.7% 46.8% 76.4% 81.5% 83.5% 55.0% 63.0% 64.3% 12.1% 18.8% 4.7% 0.8% 7.2% 23.3% 10.1% 12.9% 0.0% 1.8% 0.0% 0.8% 1.0% 0.0% 11.8% 1.7% 4.6% 25 6.4% 3.9% 1.7% 2.1% 0.8% 3.4% 4.2% 100.0% i Senate Hansard. (1965). Ministerial Statement: Tertiary education in Australia. [Prowse]. 4 May 1965. Retrieved http://www.aph.gov.au/Parliamentary_Business/Hansard/Hanssen261110 ii House Hansard (1973) Question: May it please your Excellency . GOVERNOR-GENERAL'S SPEECH Address-in-Reply, Mr Charles Mathews, (Member for Casey), 28 February 1973. Retrieved from http://parlinfo.aph.gov.au/parlInfo/genpdf/hansard80/hansardr80/1973-02- 28/0157/hansard_frag.pdf;fileType=application%2Fpdf iii Senate Hansard. (1975). Curriculum Centre Development Bill. Senator Don Grimes, 22 May, 1975. Retrieved http://www.aph.gov.au/Parliamentary_Business/Hansard/Hanssen261110 iv Senate Hansard (1997). Social Security Legislation Amendment (Youth Allowance) Bill, Second Reading, Ms Jennifer Macklin (Member for Jagajaga). 17 November 1997. Retrieved from http://www.aph.gov.au/Parliamentary_Business/Hansard/Hanssen261110 v Hansard, Queensland Parliament (2002) Ministerial Statement, Education Reforms. Hon. Peter. D. Beattie (Member for Brisbane Central) (Queensland Premier and Minister for Trade), 6 March 2002. Retrieved from https://www.parliament.qld.gov.au/documents/hansard/2002/020306ha.pdf
  • No related research data.
  • No similar publications.

Share - Bookmark

Funded by projects

  • ARC | Classroom relations and mor...

Cite this article