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1 Education, Youth Justice and Social Justice |
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1 | (38) |
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Rights-Based Perspectives |
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3 | (4) |
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Education as Both a Risk Factor and a Protective Factor |
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7 | (1) |
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7 | (2) |
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9 | (1) |
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10 | (2) |
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Access to Education in Touth Justice |
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12 | (2) |
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Social Justice as a Powerful Framework |
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14 | (1) |
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Social fustice in Education |
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15 | (3) |
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Applying Eraser's Framework of Social Justice to Education in Touth Justice |
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18 | (3) |
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Specific Conceptual Tools Provided by Eraser |
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21 | (5) |
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26 | (1) |
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The Empirical Research Projects |
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26 | (2) |
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28 | (2) |
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30 | (9) |
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2 Setting the Scene: Context and Concerns |
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39 | (28) |
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Overview of Touth Justice in Australia and Victoria |
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40 | (1) |
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41 | (1) |
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Education Justice Initiative |
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42 | (1) |
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43 | (1) |
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43 | (1) |
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44 | (1) |
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45 | (2) |
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Aboriginal and Torres Strait Islanders |
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47 | (1) |
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Culturally and Linguistically Diverse Backgrounds: African and Pasifika Heritage |
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47 | (1) |
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Cultural and Community Connections |
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48 | (1) |
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48 | (1) |
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49 | (1) |
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50 | (2) |
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Changing Discourses about Touth Crime |
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52 | (3) |
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55 | (1) |
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56 | (2) |
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Reform for a System in Crisis |
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58 | (1) |
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A New High Security Youth Justice Centre |
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58 | (1) |
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59 | (2) |
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61 | (6) |
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3 The Nature of Education Provided in Youth Custody |
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67 | (48) |
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Perceptions of Education in Youth Justice |
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69 | (3) |
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Community Attitudes towards Students in Custody |
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72 | (3) |
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Values and Views within Parkville College |
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75 | (3) |
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Four Key Questions about the Nature of Educational Provision in Youth Custody |
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78 | (1) |
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What Are the Adult Expectations for Learning by these Young People? |
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79 | (3) |
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How Are the Learning Needs and Interests of Young People Identified and Addressed? |
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82 | (1) |
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82 | (2) |
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84 | (3) |
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87 | (2) |
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What Curriculum Is Provided and Why? |
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89 | (1) |
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Content and Qualifications |
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90 | (4) |
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94 | (2) |
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96 | (3) |
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How Are Post-Custody Pathways Envisaged, Planned and Enacted? |
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99 | (1) |
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The Value of Transition Support |
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99 | (1) |
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Planning while in Custody |
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100 | (3) |
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Challenges in Securing a Post-Custody School Enrolment |
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103 | (3) |
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106 | (2) |
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Opportunities and Challenges for Distribution |
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108 | (2) |
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110 | (5) |
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4 Security Versus Education |
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115 | (24) |
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116 | (3) |
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119 | (1) |
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119 | (1) |
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120 | (2) |
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122 | (1) |
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122 | (1) |
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123 | (2) |
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125 | (1) |
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126 | (3) |
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129 | (1) |
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129 | (2) |
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Information and Communications Technology |
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131 | (3) |
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134 | (1) |
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135 | (4) |
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139 | (44) |
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Affirmative and Transformative Relationalities |
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140 | (1) |
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140 | (3) |
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143 | (2) |
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Relational Orientation of Parkville College |
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145 | (1) |
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145 | (6) |
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151 | (4) |
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155 | (5) |
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Knowing/Being/Enacting Difference |
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160 | (1) |
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Aboriginal and Torres Strait Islander Youth |
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160 | (8) |
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Young People Living with Disability |
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168 | (4) |
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172 | (3) |
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175 | (1) |
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176 | (7) |
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183 | (32) |
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The Politics of Voice and Participation |
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185 | (3) |
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188 | (2) |
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190 | (4) |
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Conditions that Support Young People's Voices in Custody |
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194 | (1) |
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Structures for Students to Be Heard |
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195 | (1) |
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Creating the Conditions for Voice: Relationality and Care Ethics |
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195 | (5) |
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`Calm, Consistent, Persistent': Building Relationships Imbued with Trust, Care and Dedication |
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200 | (6) |
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206 | (3) |
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209 | (1) |
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210 | (5) |
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7 Possibilities for Socially Just Education in Youth Custody |
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215 | (39) |
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218 | (2) |
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Support Learning and Hold High Expectations |
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220 | (3) |
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Provide High-Quality Curriculum and Strong Post-custody Pathways |
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223 | (3) |
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Provide Appropriate Learning Resources and Spaces |
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226 | (2) |
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228 | (1) |
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Focus on Best Interest Principles |
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229 | (1) |
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230 | (1) |
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Recognition Through Relations |
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231 | (3) |
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Knowing, Being and Enacting Difference |
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234 | (4) |
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Social Status and Recognition |
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238 | (1) |
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239 | (1) |
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Recognise Silence as a Call to Action |
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239 | (3) |
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Create Conditions for Voice: Provide Structures for Students to Be Heard |
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242 | (1) |
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Create Conditions for Voice: Build Relationships of Trust, Care and Dedication |
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243 | (2) |
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245 | (2) |
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247 | (3) |
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Implications for Education in Touth Justice |
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250 | (4) |
References |
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254 | (7) |
Index |
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261 | |