Rethinking Middle Years: Early Adolescents, Schooling and Digital Culture

Rethinking Middle Years: Early Adolescents, Schooling and Digital Culture

Rethinking Middle Years: Early Adolescents, Schooling and Digital Culture

Rethinking Middle Years: Early Adolescents, Schooling and Digital Culture

Synopsis

Preface 1. Changing contexts 2. Constructions of the young 3. Digital cultures and early adolescents 4. What is middle years provision? 5. Australia: Creating a space for the middle years 6. Middle years provision in Australia 7. Key issues in classroom provision 8. Effective middle years practice 9. Moving forward References Index

Excerpt

Educators, researchers and policy-makers often ask: 'What's so special about the middle years?' While this is an interesting question, and one that has kept us busy for quite some time, the underlying premise of this book is that this is now the wrong question. the more productive question is: 'Why is the middle years of such interest right now?' This is a qualitatively differ- ent question, and one that requires us to step back and consider the middle years agenda from a range of perspectives. the answers to this question lead us to revisit and potentially rethink the beliefs that underpin a range of practices in the middle years.

This book argues that a particular set of circumstances set the scene for the middle years agenda that emerged in the late 1980s and early 1990s, and that the practices, theoretical frames and 'vision' that underpinned this movement are still used as drivers for much of what takes place in middle years classrooms. a very well-established body of work describing the characteristics and needs of early adolescents has been transposed on to classroom practice for almost twenty years. Yet, two decades on, we are still struggling to engage students in these years, as well as to improve outcomes and overall quality of provision.

Taking this as a central theme, the book describes the shape of contem- porary middle years provision both internationally, and specifically as it has . . .

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