Students, teachers, families, and a socially just education: Rewriting the grammar of schooling to unsettle identities

Education has been and continues to be shaped, informed, and driven by a so-called 'grammar of schooling', an approach which completely ignores the many and diverse identities that learners own, are given, and encounter. Categorising students into neat, labelled boxes; splintering knowledge into strictly defined subjects and fracturing learing - this grammar of schoooling desperately needs rewriting.

Through narratives from the teachers, students and students' families, this book explores the lived experiences of those who are forced to live with the current approach, and the consequences for their lives, relationships and education. It also asks the question of what creative and holistic alternative approaches might look like.