School Engagement: A 'Danse Macabre'?

Journal of Philosophy of Education 45 (1):111-123 (2011)
Abstract
A recent review of research on ‘School Engagement’ calls for clarification of the concept of engagement due to its potential for addressing problems of student apathy and low achievement. This paper responds to the request for clarification, points out some ‘distinctions’ and ‘connexions’ between engagement and some polarizing issues in the literature of philosophy of education, and cautions educators about ignoring the ‘educational’ aspects of engagement
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