NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ821174
Record Type: Journal
Publication Date: 2005-Jul
Pages: 14
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-1474-8460
An Argument for New Understandings and Explanations of Early School Leaving that Go beyond the Conventional
Smyth, John
London Review of Education, v3 n2 p117-130 Jul 2005
This paper presents an argument around the need to rethink the issue of early school leaving from the vantage point of students and teachers, and the conditions and pathways that need to be constructed and brought into existence within schooling, if such conditions do not already exist. The attempt is to move discussions outside of the well-meaning but ultimately unhelpful literatures of "at risk" categories that end up blaming students, their families or backgrounds. The claim being advanced is that the focus needs to be on relationships, school cultures, and pedagogical arrangements that make schools more attractive and educationally engaging places. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A