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ERIC Number: EJ987300
Record Type: Journal
Publication Date: 2007
Pages: 7
Abstractor: ERIC
Reference Count: 32
ISSN: ISSN-1206-9620
(Im)Moral Praxis: Configuring Theory and Practice of Students at Risk
McMahon, Brenda J.
International Electronic Journal for Leadership in Learning, v11 Article 2 2007
In spite of mission statements which articulate respect and value for all students, at individual, institutional, and systemic levels, educators make choices on an ongoing basis which reinforce existing hegemonic structures. These include larger societal forces; curriculum and the structures of schools; and attitudes, dispositions, and expectations of teachers, administrators, and the students themselves. Within schools students are provided, explicitly and implicitly, with varying degrees of encouragement and opportunities for validation, participation, and recognition. In particular, students from underrepresented groups' experiences of disengagement, disempowerment, and marginalization are often compounded within schools. However, in spite of being often systematically discouraged from further educational pursuits, a number of students who are deemed "at risk" place a high value on academic achievement and are compelled to seek creative and nontraditional routes to overcome these obstacles to attain their goals. This paper is part of a larger study (McMahon, 2004) which explores urban students' experiences of being marginalized by and academically at risk in high schools, to their becoming academically successful in universities in a large metropolitan centre in Ontario. (Contains 3 endnotes.)
University of Calgary Press. 2500 University Drive NW, Calgary, Alberta T2N 1N4, Canada. Tel: 403-220-7578; Fax: 403-282-0085; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada