First Chance, Second Chance or Last Chance? Resistance and response to education

This article reports findings from two studies, both of which used resistance theory to explain students' response to education. One study focused on an inner-city primary school characterised by high student opposition to both teachers and schooling. The other study examined how students, prev...

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Bibliographic Details
Published in:British journal of sociology of education 2000-03, Vol.21 (1), p.59-75
Main Authors: Munns, Geoff, McFadden, Mark
Format: Article
Language:English
Subjects:
Aboriginal Australians
Access to Education
Australia
Central Cities
Communities
Cultural Differences
Cultural education
Curriculum
Dropouts
Education
Educational Attainment
Educational Practices
Educational sociology
Elementary schools
Emotional expression
Factors
Group Dynamics
High school students
Labor
Primary education
Resistance
Responses
Schools
Social Change
Social Mobility
Social structures
Sociology
Sociology of education. Educational systems. Lifelong education
Student Attitudes
Student Reaction
Student Teacher Relationship
Students
Teachers
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Summary:This article reports findings from two studies, both of which used resistance theory to explain students' response to education. One study focused on an inner-city primary school characterised by high student opposition to both teachers and schooling. The other study examined how students, previously considered failures in mainstream education, responded to a 'second chance' programme aimed at providing access to tertiary education. Each study considered the relationship between students, teachers and the curriculum, and how this relationship was produced, negotiated and transformed within the everyday culture and language of the students. The first study identified conditions which led students to reach a decisive moment in their lives where a free, and arguably final, choice was made to reject school and education more generally. The second study identified factors in students' lives, both educational and personal, which led either to the educational access they desired or further frustration and failure. In reporting these findings, this paper will explore the theoretical and empirical common ground, and also the tension, between each study, thus offering a deeper understanding of student response to education along a broad educational continuum.
ISSN:0142-5692
1465-3346
DOI:10.1080/01425690095162