The focus of this special edition of Youth Studies Australia is on questions, issues, challenges ... more The focus of this special edition of Youth Studies Australia is on questions, issues, challenges and (tentative) solutions in relation to ensuring we conduct our research with young people ethically. This introductory paper draws on ethical principles as outlined in the National Statement on Ethical Conduct in Research Involving Humans and in the Fairbridge Code of Ethics for youth work. The authors explain how these principles can inform ethical youth research. In the process, they weave through comments to and from the remaining five papers in this special issue, thereby providing an authentic touchstone for the principles as well as recommending all the papers to you.
This special issue is devoted to exploring some of the ethical dilemmas that confront youth resea... more This special issue is devoted to exploring some of the ethical dilemmas that confront youth researchers. Although scholars who conduct research with other social groups obviously have to engage with important ethical issues in their own work, there are a number of ethical issues that are often seen as specific to young people. As have argued, in general these relate to the contextual factors which differentiate youth research from other forms of social research. These can be identified as: the way in which the lives of many young people are structured by various age-related institutions and contexts and framed by age-related policies; the construction of youth as a critical period for development and transition, which often leads to widespread concern with the monitoring of young people's lives; and the relative powerlessness of young people as a social group within the research process, for reasons which are often specific to their life phase (ibid.).
For marginalised young people, alternative education settings – referred to here as flexible lear... more For marginalised young people, alternative education settings – referred to here as flexible learning programs (FLPs) – are thought to provide a powerful ‘counter-space’ to damaging experiences of mainstream schooling. Such programs are inherently contradictory, with potential to also reproduce stigma and disadvantage. The provision of secondary schooling via FLPs is significant. In Australia, for example, the sector serves over 70 000 students. A better understanding of student experiences and outcomes in these educational spaces is needed. Drawing on interview data with staff, students, and graduates from two FLPs in Victoria, this paper employs Soja's ideas about conceived, perceived, and lived space to explore what outcomes are valued and to consider how success is measured in these programs. The paper shows that FLP staff and students valued a diverse range of academic, social, and personal outcomes that support a more expansive vision of education and monitoring student success than dominant perspectives. The paper suggests that these FLPs are both a counter-space and a space that connects back to the mainstream, optimally understood as third space, a hybrid place, bringing together the conventional and the alternative to create a valued and valuable education for marginalised young people.
This paper expounds a dynamic understanding of interest, including cognitive and affective dimens... more This paper expounds a dynamic understanding of interest, including cognitive and affective dimensions. This conceptualization of interest is applied to findings from research in two flexible learning settings that provided access to foundation-level credentials for young people who, for whatever reason, had disengaged from or sought alternatives to traditional schooling models. The discussion of findings begins with an outline of how interest played out in the two programmes, before examining how interest was related to learning and to belonging. In relation to learning, interest acts as a motivator, draws on short- and long-term goal relevance, and enhances academic achievement. In relation to belonging, interest serves to build in-group connections through shared identity, but also acts as a platform for launching enhanced connections with the wider community. We conclude that interest is about more than curriculum relevance for individuals, and holds significance for both learning and belonging. This may inform approaches to education not only in flexible learning programmes but also in conventional schools.
Engaging in a self-study is a multi-faceted activity that involves not only autobiography and the... more Engaging in a self-study is a multi-faceted activity that involves not only autobiography and theory, but also students and colleagues. Learning from and with colleagues can take many forms. This article discusses the authors' experience with reciprocal classroom ...
In this paper, we draw upon the experiences of a group of young people who have been excluded fro... more In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as 'flexible learning centres', 'second chance schools' and 'alternative schools'. Whilst often clashing with school authorities in their original schools, these young people described how, when given the opportunity, they were able to engage in more meaningful learning in environments that recognised and accommodated their personal circumstances, and avoided authoritarian rule. A question we address is: What kinds of educational experiences facilitate 'meaningful learning' for these students?
Engaging in a self-study is a multi-faceted activity that involves not only autobiography and the... more Engaging in a self-study is a multi-faceted activity that involves not only autobiography and theory, but also students and colleagues. Learning from and with colleagues can take many forms. This article discusses the authors' experience with reciprocal classroom ...
... Kitty te Riele pages 243-257. ... (Beck 19929. Beck U (1992) Risk Society. Towards a New Mode... more ... Kitty te Riele pages 243-257. ... (Beck 19929. Beck U (1992) Risk Society. Towards a New Modernity Sage, London View all references p. 135). A tension between freedom and coercion is inherent in choice biographies (Du Bois‐Reymond 199818. Du Bois‐Reymond, M. (1998). ...
This article explores the contribution that can be made by philosophy of hope as a theoretical to... more This article explores the contribution that can be made by philosophy of hope as a theoretical tool for youth studies. The language of hope is powerful – not only in people's everyday discourses but also in education, counselling and youth work. When working with youth who are marginalized or disadvantaged, hope can be a crucial resource. For example, teaching is
... Page 9. youth unemployment policy in australia and the netherlands 11 training, or to find wo... more ... Page 9. youth unemployment policy in australia and the netherlands 11 training, or to find work. Participation in some of these programmes fulfils Mutual Obligation for unemployment youth. These programmes include the Jobs ...
Journal of Educational Administration and History, 2012
This paper investigates a suite of policies that comprise the National Partnership Agreement betw... more This paper investigates a suite of policies that comprise the National Partnership Agreement between federal, state and territory governments in Australia that are ostensibly aimed at improving the educational attainment levels of young Australians. It specifically explores the policy terrain of educational targets that have been arrived at by Australian governments and associated policies, using a critical policy ethnography approach.
The focus of this special edition of Youth Studies Australia is on questions, issues, challenges ... more The focus of this special edition of Youth Studies Australia is on questions, issues, challenges and (tentative) solutions in relation to ensuring we conduct our research with young people ethically. This introductory paper draws on ethical principles as outlined in the National Statement on Ethical Conduct in Research Involving Humans and in the Fairbridge Code of Ethics for youth work. The authors explain how these principles can inform ethical youth research. In the process, they weave through comments to and from the remaining five papers in this special issue, thereby providing an authentic touchstone for the principles as well as recommending all the papers to you.
This special issue is devoted to exploring some of the ethical dilemmas that confront youth resea... more This special issue is devoted to exploring some of the ethical dilemmas that confront youth researchers. Although scholars who conduct research with other social groups obviously have to engage with important ethical issues in their own work, there are a number of ethical issues that are often seen as specific to young people. As have argued, in general these relate to the contextual factors which differentiate youth research from other forms of social research. These can be identified as: the way in which the lives of many young people are structured by various age-related institutions and contexts and framed by age-related policies; the construction of youth as a critical period for development and transition, which often leads to widespread concern with the monitoring of young people's lives; and the relative powerlessness of young people as a social group within the research process, for reasons which are often specific to their life phase (ibid.).
For marginalised young people, alternative education settings – referred to here as flexible lear... more For marginalised young people, alternative education settings – referred to here as flexible learning programs (FLPs) – are thought to provide a powerful ‘counter-space’ to damaging experiences of mainstream schooling. Such programs are inherently contradictory, with potential to also reproduce stigma and disadvantage. The provision of secondary schooling via FLPs is significant. In Australia, for example, the sector serves over 70 000 students. A better understanding of student experiences and outcomes in these educational spaces is needed. Drawing on interview data with staff, students, and graduates from two FLPs in Victoria, this paper employs Soja's ideas about conceived, perceived, and lived space to explore what outcomes are valued and to consider how success is measured in these programs. The paper shows that FLP staff and students valued a diverse range of academic, social, and personal outcomes that support a more expansive vision of education and monitoring student success than dominant perspectives. The paper suggests that these FLPs are both a counter-space and a space that connects back to the mainstream, optimally understood as third space, a hybrid place, bringing together the conventional and the alternative to create a valued and valuable education for marginalised young people.
This paper expounds a dynamic understanding of interest, including cognitive and affective dimens... more This paper expounds a dynamic understanding of interest, including cognitive and affective dimensions. This conceptualization of interest is applied to findings from research in two flexible learning settings that provided access to foundation-level credentials for young people who, for whatever reason, had disengaged from or sought alternatives to traditional schooling models. The discussion of findings begins with an outline of how interest played out in the two programmes, before examining how interest was related to learning and to belonging. In relation to learning, interest acts as a motivator, draws on short- and long-term goal relevance, and enhances academic achievement. In relation to belonging, interest serves to build in-group connections through shared identity, but also acts as a platform for launching enhanced connections with the wider community. We conclude that interest is about more than curriculum relevance for individuals, and holds significance for both learning and belonging. This may inform approaches to education not only in flexible learning programmes but also in conventional schools.
Engaging in a self-study is a multi-faceted activity that involves not only autobiography and the... more Engaging in a self-study is a multi-faceted activity that involves not only autobiography and theory, but also students and colleagues. Learning from and with colleagues can take many forms. This article discusses the authors' experience with reciprocal classroom ...
In this paper, we draw upon the experiences of a group of young people who have been excluded fro... more In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as 'flexible learning centres', 'second chance schools' and 'alternative schools'. Whilst often clashing with school authorities in their original schools, these young people described how, when given the opportunity, they were able to engage in more meaningful learning in environments that recognised and accommodated their personal circumstances, and avoided authoritarian rule. A question we address is: What kinds of educational experiences facilitate 'meaningful learning' for these students?
Engaging in a self-study is a multi-faceted activity that involves not only autobiography and the... more Engaging in a self-study is a multi-faceted activity that involves not only autobiography and theory, but also students and colleagues. Learning from and with colleagues can take many forms. This article discusses the authors' experience with reciprocal classroom ...
... Kitty te Riele pages 243-257. ... (Beck 19929. Beck U (1992) Risk Society. Towards a New Mode... more ... Kitty te Riele pages 243-257. ... (Beck 19929. Beck U (1992) Risk Society. Towards a New Modernity Sage, London View all references p. 135). A tension between freedom and coercion is inherent in choice biographies (Du Bois‐Reymond 199818. Du Bois‐Reymond, M. (1998). ...
This article explores the contribution that can be made by philosophy of hope as a theoretical to... more This article explores the contribution that can be made by philosophy of hope as a theoretical tool for youth studies. The language of hope is powerful – not only in people's everyday discourses but also in education, counselling and youth work. When working with youth who are marginalized or disadvantaged, hope can be a crucial resource. For example, teaching is
... Page 9. youth unemployment policy in australia and the netherlands 11 training, or to find wo... more ... Page 9. youth unemployment policy in australia and the netherlands 11 training, or to find work. Participation in some of these programmes fulfils Mutual Obligation for unemployment youth. These programmes include the Jobs ...
Journal of Educational Administration and History, 2012
This paper investigates a suite of policies that comprise the National Partnership Agreement betw... more This paper investigates a suite of policies that comprise the National Partnership Agreement between federal, state and territory governments in Australia that are ostensibly aimed at improving the educational attainment levels of young Australians. It specifically explores the policy terrain of educational targets that have been arrived at by Australian governments and associated policies, using a critical policy ethnography approach.
... In Risk and sociocultural theory: new directions and perspectives , Edited by: Lupton, D. Cam... more ... In Risk and sociocultural theory: new directions and perspectives , Edited by: Lupton, D. Cambridge: Cambridge University Press. ... based on age, it is more useful to perceive youth as a social (and changing ... A cultural construction of adolescence , New York: Routledge Falmer. ...
te Riele, K. M, & Baker, A.M. (2016) Ethical challenges in visual research in J. Moss, & B. Pini ... more te Riele, K. M, & Baker, A.M. (2016) Ethical challenges in visual research in J. Moss, & B. Pini (Eds.) Visual research in education: A critical review of the practice and politics of contemporary methods, Palgrave.
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