No More Classes? Framing Pedagogy in a Self-Paced Secondary School

Authors

  • Ralf St. Clair

DOI:

https://doi.org/10.11575/ajer.v47i3.54875

Abstract

Analysis of an outcome-based, self-paced high scliool in Western Canada demonstrates the difficulty of changing the grammar of schooling even through extensive reform. Aiming to be a school for everyone, the institution studied lias ended up as an alternative high school for students who possess middle-class cultural capital: the very people wlio tend to succeed in conventional schools. Discussion shows how the frames of pedagogy at the school are interrelated, so that cluinging one produces a compensatory effect in the otfiers; and how tlie need to be seen as a successfid school ultimately undermines the motivation for reform.

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Published

2001-10-01

How to Cite

St. Clair, R. (2001). No More Classes? Framing Pedagogy in a Self-Paced Secondary School. Alberta Journal of Educational Research, 47(3). https://doi.org/10.11575/ajer.v47i3.54875

Issue

Vol. 47 No. 3 (2001): Fall 2001

Section

ARTICLES

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