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- W202156355 abstract "From the discourse of life-long learning comes the proposal that any interaction has thepotential to become a learning experience. Further, that the relationships establishedand enacted via such exchanges are paramount to learning and psychosocialdevelopment. With this in mind the questionbegs: what is it that governments expectstudents and their school communities to learn from instances of State sanctionedexclusion? In this paper the discursive context is set with an analysis of Queensland’sEducation (General Provisions) Act 1989and discussion of the legislative powerauthorised to principals to enforce school exclusion. From this examination it will betendered that legislative practice is incongruent with several policy initiatives currentlydirecting State and federal educational practice inAustralia. The cost of this conflict isexamined in the second part of the paperwhen interview narratives, sourced fromstudents who have experienced formal school exclusion, willbe presented. It is arguedthat language use does contribute to theongoing and situated construction of student’sidentities and thus has the potential to engage or estrange a variety of learning-basedrelationships. In this sense the principle oftemporality inferred in the concept of life-longlearning can be conjoined with the contextual importance of life-enacted learningencouraged through relational engagement. To enable such a transformation it isnecessary to re-vision the principles informing the conduct of every day relationships.The concept of relational responsibility is advanced as a promising supplement toindividually-based discourses which dominate and debilitate contemporarycommunicative activity. Activity in and through which the practice of education takesplace." @default.
- W202156355 created "2016-06-24" @default.
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- W202156355 date "2006-01-01" @default.
- W202156355 modified "2023-09-23" @default.
- W202156355 title "Learning by example: school exclusion and life-enacted learning" @default.
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