Somebody Knows, Somebody Cares Reengaging Students through Relations
Somebody Knows, Somebody Cares: Reengaging Students through Relationship explores approaches to engaging young people in schooling through advocacy models of student support. In Australia, as in many nations, increasing social, cultural and linguistic div
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Somebody Knows, Somebody Cares Reengaging Students through Relationship
Edited by Kirsten Hutchison Deakin University, Australia and Tricia McCann La Trobe University, Australia
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-131-1 (paperback) ISBN: 978-94-6300-132-8 (hardback) ISBN: 978-94-6300-133-5 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All Rights Reserved © 2015 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
Table of Contents
1. When One of the Teachers Smiles at Me: The Advocacy Model in Schools Bernie Neville, Kirsten Hutchison and Tricia McCann 2. Backgrounding Advocacy: Research Informing Advocacy Models Bernie Neville 3. Principles and Outcomes of the Advocacy Project Tricia McCann and Brendan Schmidt 4. Volatile and Vulnerable: Engaging Adolescent Learners through Advocacy and Mentoring Program Kirsten Hutchison
1
13 25
37
5. ‘I Want Them to Listen to Me’ Tricia McCann
55
6. Running in Quicksand: Stories from the Field Caroline Walta and Kirsten Hutchison
69
7. You Can’t Do Advocacy for 15 Minutes a Day: Whole School Approaches to Advocacy and Mentoring Kirsten Hutchison and Don Collins 8. Electronic Support for Advocacy Stacia Beazley
83 97
9. The Heart of Advocacy: Implications for Schooling Kirsten Hutchison and Bernie Neville
v
111
Bernie Neville, Kirsten Hutchison and Tricia McCann
1. When One of the Teachers Smiles at Me The Advocacy Model in Schools
Why Advocacy
Until fairly recently, research on school dropout or failure focused on the reasons why many students do not complete their schooling: e.g. young people drop out or fail because they are not motivated, are not committed, have no self-esteem, have no ambition or, have no skills. These factors were then conventionally related to factors outside the school: inadequate family support, poverty, peer pressure, minority status, demands of part-time jobs. More recently it has become apparent that it is as reasonable to talk about ‘problem schools’ or ‘problem classrooms’ as ‘problem students’. Poor motivation, low aspirations, low self-esteem and generally negative attitudes may indeed be brought to the school, but they can just as well be produced by school experience. There are clearly a variety of dimensions of school experience which may produce the outcome of disengagement and dropout, but to focus on conventional factors such as school size, curriculum content, school structure and material resources, is to overlook overwhelming evidence that it is the inability of schools to meet
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