Myconos, George, Thomas, Joseph, Wilson, Kimberley, Te Riele, Kitty, and Swain, Luke (2016) Educational re-engagement as social inclusion: the role of flexible learning options in alternative provision in Australia. Forum, 58 (3). pp. 345-354.

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Abstract

In Australia, a significant minority of young people do not complete upper secondary education. Whether procedural or enacted through the agency of students, the failure of the education system to accommodate young people through to completion can be regarded as a form of institutionalised social exclusion and injustice. In response, a growing number of flexible learning options (FLOs) are providing marginalised young people with alternative avenues for meaningful educational reengagement. The authors of this article examine two key characteristics of FLOs: an unconditional acceptance of young people, and the integrated well-being support upon which inclusion is premised. Their discussion draws on in-depth interviews conducted with students and practitioners at a diverse range of sites. They find that FLOs play a key role in the process of re-inclusion, but this contribution to reducing social and educational inequality is predicated on a level of well-being support not ordinarily available in mainstream schooling.

Item ID:	46078
Item Type:	Article (Research - C1)
ISSN:	0963-8253
Keywords:	social inclusion, alternative education, wellbeing, disengaged youth
Funders:	ARC Linkage Grant
Projects and Grants:	ARC LP130100344
Date Deposited:	16 Nov 2016 04:55
FoR Codes:	39 EDUCATION > 3903 Education systems > 390399 Education systems not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9304 School/Institution > 930402 School/Institution Community and Environment @ 50% 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939903 Equity and Access to Education @ 50%
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