Abstract
In Chapter 6, we draw upon educational research to focus upon the centrality of pedagogical strategies and a diverse curriculum to facilitate an education that: goes beyond basic utilitarian and/or vocational skills; develops critical perspectives; introduces young people to ‘other worlds’ via the humanities and the arts; facilitates student voice and crafts students’ ability and confidence to participate as equal members of a democratic society; and equips students with the technological expertise and independent research skills that will support their learning into the future. For the most marginalised students the pathway to learning must first be cleared of structural, relational and cultural barriers. Thus, in exploring the centrality of pedagogy and curriculum to a meaningful education, this chapter centres these elements within a context of holistic schooling practices.
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Notes
- 1.
Part of the vocational education and training system in Australia.
- 2.
Reference to a popular children’s book series about Spot the dog, often used as basal readers for the early years of schooling. The phrase ‘See Spot run’ was popularised by the Dick and Jane readers used to teach reading in the USA between the 1930s and 1970s.
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McGregor, G., Mills, M., Te Riele, K., Baroutsis, A., Hayes, D. (2017). Schooling for Meaningful Learning. In: Re-imagining Schooling for Education. Palgrave Studies in Alternative Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59551-5_6
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