"I am smart and I am not joking": Aiming high in the middle years of Schooling

Brenton Prosser, Faye McCallum, Phillippa Milroy, Barbara Comber, Helen Nixon

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

In this paper, we draw on accounts from students to inform a Middle Schooling movement that has been variously described as “arrested”, “unfinished” and “exhausted”. We propose that if the Middle Schooling movement is to understand the changing worlds of students and develop new approaches in the middle years of schooling, then it is important to draw on the insights that individual students can provide by conducting research with “students-as-informants”. The early adolescent informants to this paper report high hopes for their futures (despite their lower socioeconomic surroundings), which reinforces the importance of supporting successful learner identities and highlights the role of schooling in the decline of adolescent student aspirations. However, their insights did not stop at the individual learner, with students also identifying cultural and structural constraints to reform. As such, we argue that students may be both an important resource for inquiry into individual school reform and for the Middle Schooling movement internationally
Original languageEnglish
Pages (from-to)15-35
Number of pages21
JournalAustralian Educational Researcher
Volume35
Issue number2
DOIs
Publication statusPublished - 2008
Externally publishedYes

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