Download Rolling Stone, Issue 1234 (7 May 2015) PDF

Rolling Stone, factor 1234, may possibly 7 2015

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Extra info for Rolling Stone, Issue 1234 (7 May 2015)

Example text

As educators, we know intuitively and empirically that in order to secure student engagement, as distinct from docile compliance, we have to be prepared to create the authentic spaces within which young people can participate in owning their learning. On the other hand, we are also painfully aware, excruciatingly so, that in relinquishing control, that things can go awfully awry. It is a classic case of the old dilemma of ‘hanging on while letting go’. We have no choice other than to allow young people the space within which to experiment with approaches to learning that work for them, but at the same time we have to impose strictures on their learning in order to meet arbitrarily imposed standards called ‘learning outcomes’.

Our point here is a relatively straightforward one. Unless schools, teachers and young people can be trusted in the way they go about determining, pursuing and constructing worthwhile knowledge, then no amount of coercing, manipulating, directing, punishing, imposing, conniving and controlling will create the conditions under which learning will occur or young people flourish. We might be able to create the impression through measured achievement scores that something is happening, but this is not learning, nor will it help young people in ‘becoming educated’ (Smyth & McInerney, 2014) through their larger project of identity formation.

Porfilio and Hickman (2011) describe ‘critical service learning’ as a process that engages young people in schools around projects in their neighbourhoods and communities that have at their heart ‘a political project, embedded within a social justice orientation with a commitment to guiding students to develop the skills, ideas and attributes necessary to foster equity and freedom in [their] schools and other contexts’ (p. x). ”’ (p. ; • invoking Diagre (2000), ‘broadening [the] notion of education to include the production of subjectivities in public spheres outside of schooling [so as to]… extend the imperatives of democracy in those…institutions that shape the quality of human life’ (p.

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