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The Freedom to Teach

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Alternative Schooling, Social Justice and Marginalised Students

Part of the book series: Palgrave Studies in Alternative Education ((PSAE))

Abstract

This chapter addresses the experiences of the teachers who work at Music Industry College. It breaks down the curriculum, pedagogy and assessment that underpins the daily teaching experiences in the school, as well as provides insights into the hopes and aspirations of the professional educators who form part of the school’s community. Multiple vignettes are used to demonstrate approaches to curriculum and pedagogy and how these link to the importance of connectedness at Music Industry College.

One of the things I love about MIC is the freedom that we have as staff but also the freedom that students have as well. And that’s something that is really important to me, that I’m allowed to not only just do my job but to develop programs and activities that are important to me. I’m given that license to do that.

Charlie, English teacher

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Authors and Affiliations

  1. School of Teacher Education and Early Childhood, University of Southern Queensland, Springfield Central, Queensland, Australia

    Stewart Riddle

  2. School of Linguistics, Adult and Specialist Education, University of Southern Queensland, Springfield Central, Queensland, Australia

    David Cleaver

Authors
  1. Stewart Riddle
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  2. David Cleaver
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Correspondence to Stewart Riddle .

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Riddle, S., Cleaver, D. (2017). The Freedom to Teach. In: Alternative Schooling, Social Justice and Marginalised Students. Palgrave Studies in Alternative Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-58990-9_4

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  • DOI: https://doi.org/10.1007/978-3-319-58990-9_4

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-58989-3

  • Online ISBN: 978-3-319-58990-9

  • eBook Packages: EducationEducation (R0)

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