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      An argument for new understandings and explanations of early school leaving that go beyond the conventional

      research-article
      London Review of Education
      IOE Press
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            Abstract

            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.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 July 2005
            : 3
            : 2
            : 117-130
            Article
            1474-8460(20050701)3:2L.117;1- s2.phd /ioep/clre/2005/00000003/00000002/art00002
            10.1080/14748460500163906
            f04c2fdf-891a-472f-ade2-4228aa0cd1ac
            Copyright @ 2005
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education

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