TY  - JOUR
AB  - Using the Education Queensland Reform Agenda to illustrate examples and approaches to education reform, this article discusses education reform for at‐risk youth. It argues that the characteristics of modernity, the rise of Mode 2 Society, and the power asymmetries associated with the emergence of the politico‐economic will contain the reform ambitions of the Education Queensland and other education reform agendas. It is proposed that the State adopt a transgressive and complimentary set of reform strategies including the adoption of distributed governance, making available meaningful school performance data, encouraging experimentation and facilitating broad stakeholder, community and neighbourhood engagement in school planning and operations. The article argues that measures such as these will assist to mobilize trust, minimise social fragmentation, generate and regenerate community resources, build cohesion, foster the socio‐cultural‐self‐identities of ‘at‐risk’ youth and will assist youth to achieve full participation in a robust and vibrant democracy.
VL  - 25
IS  - 8
SN  - 0144-333X
DO  - 10.1108/01443330510629090
UR  - https://doi.org/10.1108/01443330510629090
AU  - Jorgensen Bradley
PY  - 2005
Y1  - 2005/01/01
TI  - Education Reform for At‐Risk Youth: A Social Capital Approach
T2  - International Journal of Sociology and Social Policy
PB  - Emerald Group Publishing Limited
SP  - 49
EP  - 69
Y2  - 2024/04/20
ER  -