Engaging Gen Y in schooling: the need for an egalitarian ethos of education

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Title Engaging Gen Y in schooling: the need for an egalitarian ethos of education
Author McGregor, Glenda Virginia Joy
Journal Name Pedagogy, Culture & Society
Editor C. Paechter, T. Bibby, W. Carr, R. Edwards, M. Felix, J. Frankham, J. Perryman & N. Rassool
Year Published 2011
Place of publication United Kingdom
Publisher Routledge
Abstract Narratives of power that purport to represent the ‘truth’ of others need to be challenged by the individual stories of those who are silenced by ‘authority’ and ‘expert’ opinion. This paper utilises research data from an open-ended ethnographic study of 32 Australian high school students at the turn of the twenty-first century. In its entirety, this research explored a range of issues in respect to contemporary youth, including globalisation, technological change and identity formation. In this paper, I present a selection of that data to invite reflection upon the notion that in order to encourage the intellectual growth and engagement of many youth whose sensibilities and behaviour have been shaped by a postmodern milieu, educators need to review the student–teacher binary and work to establish more egalitarian relationships. As educators, we cannot ignore the impact on young people of social, cultural and economic transformations. Data presented in this paper support the perspective that our pedagogical relationships with today’s students are fundamental to their engagement with schooling. Keywords: school reform; student voice; feminist poststructuralist theory; postcolonialism
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1080/14681366.2010.510803
Copyright Statement Copyright 2011 Routledge. This is an electronic version of an article published in Pedagogy, Culture and Society, Volume 19, Issue 1, 2011, pages 1-20. Pedagogy, Culture and Society is available online at: http://www.informaworld.com with the open URL of your article.
Volume 19
Issue Number 1
Page from 1
Page to 20
ISSN 1468-1366
Date Accessioned 2011-05-26
Language en_US
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject Curriculum and Pedagogy Theory and Development
URI http://hdl.handle.net/10072/39596
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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