This book provokes a conversation about what supportive schooling contexts for both students
and teachers might look like and considers how schooling can contribute to a more
socially-just society. It takes as its starting point the position of the most marginalised
students many of whom have either been rejected by or have rejected mainstream schooling and
argues that the experiences of these students suggest that it is time for schools to be
reimagined for all young people. Utilizing both theory and data the volume critiques many of
the issues in conventional schools that work against education and presents evidence 'from the
field' in the form of data from unconventional schooling sites which demonstrates some of the
structural relational curricular and pedagogical changes that appear to be enabling schooling
for education for their students. It will be essential reading for students and researchers in
the fields of education sociology and social work and will also be of great interest to
practising teachers.
