Abstract:
It has been claimed that the first generation of middle schooling philosophy is unfinished and exhausted and this paper reviews this claim in the light of literature and research. Firstly, I present a brief historical review of the development of the middle schooling concept and report on the current situation in Australia. This review is couched within a call for a second generation of middle schooling (Luke et al, 2003) and details a response to this call by the Redesigning Pedagogies in the North middle schooling research project. Further, this paper provides a foundation for forthcoming papers in a symposium at the 2006 AARE Annual conference, which will consider the project’s progress against its goals for reconceptualised pedagogy (Cormack & Sellar, 20006) that is strongly connected to student lifeworlds (Hattam, 2006).