Voicing The Need For Reform

High schools continue to be places that isolate, alienate, and disengage students. But what would happen if students were viewed as part of the solution in schools rather than part of the problem? This book examines the emergence of "student voice" at one high school in the San Francisco Bay area where educators went straight to the source and asked the students to help. Struggling, like many high schools, with how to improve student outcomes, educators at Whitman High School decided to invite students to participate in the reform process. Dana L. Mitra describes the evolution of student voice at Whitman, showing that the students enthusiastically created partnerships with teachers and administrators, engaged in meaningful discussion about why so many failed or dropped out, and partnered with teachers and principals to improve learning for themselves and their peers. In documenting the difference that student voice made, this book helps expand ideas of distributed leadership, professional learning communities, and collaboration. The book also contributes much needed research on what student voice initiatives look like in practice and provides powerful evidence of ways in which young people can increase their sense of agency and their sense of belonging in school.

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School reform of one kind or another is a priority for education systems the world over. Yet the voices of students - those most affected by, and most pivotal to, the success or failure of any program of school reform - are rarely heard on this topic. This is the first book to look at school reform from the perspective of the students. The studies included in this collection focus on reform initiatives aimed at overcoming persistent patterns of racial, class and gender inequality. The authors combine the theoretical aspects of research with its practical applications, making this an invaluable resource for teacher educators, classroom practitioners, researchers and policymakers. Critical Voices in School Reform: Students Living Through Change is divided into two parts. Part one describes and analyses programs of reform that turned out contrary to the intentions of adult reformers, illustrating the - often unspoken - tension between adult and student perspectives on school change. Part two looks at reform initiatives that were able to harness student energies and thereby improve pupils' engagement with school life. These reforms, which are finely attuned to the needs and interests of students, offer clear, valuable guidance to those trying to create more equitable school experiences. A concluding chapter draws together the themes and insights gained from looking at school reform through a student-centred lens and offers suggestions for more relevant and lasting reform.

​This book examines whether Australia’s constitution should be reformed so as to enable the country to fulfil its obligations under the United Nations Declaration on the Rights of Indigenous Peoples, which it ratified in 2009. The book surveys the history of the constitutional status of Australia’s Indigenous peoples from the time of colonisation through to the current debate on ‘Indigenous constitutional recognition’. However, it argues that the term ‘Indigenous constitutional recognition', implying that mere acknowledgement of the existence of Indigenous peoples is sufficient to meet their legitimate expectations, misrepresents the nature of the project the country needs to engage in. The book argues that Australia should instead embark upon a reform programme directed towards substantive, and not merely symbolic, constitutional change. It argues that only by the inclusion in the constitution of enforceable constitutional rights can the power imbalance between Indigenous Australians and the rest of society be addressed. Taking a comparative approach and drawing upon the experience of other jurisdictions, the book proposes a comprehensive constitutional reform programme, and includes the text of constitutional amendments designed to achieve the realisation of the rights of Australia’s Indigenous peoples. It ends with a call to improve the standard of civics education so as to overcome voter apprehension towards constitutional change.

While the natural splendor of Nepal has been celebrated in many books, very little of the substantial body of Nepali literature has appeared in English translation. Himalayan Voices provides admirers of Nepal and lovers of literature with their first glimpse of the vibrant literary scene in Nepal today. An introduction to the two most developed genres of modern Nepali literature—poetry and the short story—this work profiles eleven of Nepal's most distinguished poets and offers translations of more than eighty poems written from 1916 to 1986. Twenty of the most interesting and best-known examples of the Nepali short story are translated into English for the first time by Michael Hutt. All provide vivid descriptions of life in twentieth-century Nepal. Although the days when Nepali poets were regularly jailed for their writings have passed, until 1990 the strictures of various laws governing public security and partisan political activity still required writers and publishers to exercise a certain caution. In spite of these conditions, poetry in Nepal remained the most vital and innovative genre, in which sentiments and opinions on contemporary social and political issues were frequently expressed. While the Nepali short story adapted its present form only during the early 1930s, it has rapidly developed a surprisingly high degree of sophistication. These stories offer insights into the workings of Nepali society: into caste, agrarian relations, social change, the status of women, and so on. Such insights are more immediate than those offered by scholarly works and are conveyed by implication and assumption rather than analysis and exposition. This book should appeal not only to admirers of Nepal, but to all readers with an interest in non-Western literatures. Himalayan Voices establishes for the first time the existence of a sophisticated literary tradition in Nepal and the eastern Himalaya.

First Published in 1989. Routledge is an imprint of Taylor & Francis, an Informa company.

This report sets out a proposal for a second-round package of reforms consistent with the framework agreed in the Singapore Resolution and, to that end, recommends that the Board of Governors approve the resolution that is appended to this Report (the "Resolution").