Abstract
Engaging student input on student engagement in learning
Highlights
IntroductionAchievement, and participation are equity issues. Students’ engagement in their learning is especially important in schools that cater to lowincome communities where improved educational experiences can break the cycle of low achievement, school disaffection, and early school leaving
Student engagement, achievement, and participation are equity issues
In contrast to deficit perceptions of students ‘at risk’ and a general lack of opportunity for such students to be civically engaged, this paper has demonstrated that when young people who tend not to have their needs met in schools are given the opportunity, they make constructive contributions to thinking about student engagement
Summary
Achievement, and participation are equity issues. Students’ engagement in their learning is especially important in schools that cater to lowincome communities where improved educational experiences can break the cycle of low achievement, school disaffection, and early school leaving. Equity and engagement In Australia, an enduring political and educational challenge is that particular groups of students – Indigenous students, students from low socioeconomic status backgrounds, students with disabilities, and students living in rural and remote areas – tend not to have their needs met in conventional schooling This is evidenced in their overrepresentation as the lowest school achievers and as early school leavers (COAG Reform Council, 2012). Educational inequity in Australia adds to the disadvantages many students already contend with in their lives, it puts pressure on government targets for their improved levels of school participation and achievement (COAG, 2009) This has led to a government focus on students ‘at risk’ of low achievement and early school leaving, and their engagement (DEECD, 2009; Lamb and Rice, 2008). More democratic conceptualizations of student engagement have seen student voice and participation increasingly recognized as a means of turning to the local level and towards those who have the most at stake in schools (McMahon and Portelli, 2004)
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