The X, Y and Z of Generations in Schools

By Kenneth Young.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Drawing on a broad range of literature and popular culture, this paper will initially consider notions of generational distinction from an historical perspective, before considering more contemporary notions of generational distinction. The paper will outline a range of current understandings of generational distinction, and highlight a selection of literature from within the field. In this paper, the author will propose that whilst it appears axiomatic that teachers and students will exhibit distinctive generational traits, it may prove beneficial for teachers to look a little closer at what generational differences can mean in the context of contemporary schools, and the ramifications those differences may have at an organizational and classroom level. In this paper, rather than suggesting a deficit view of the younger generation, the focus will be on highlighting the differences in perspectives from which successive generations view the world and world events, and the potential for these differences in perspective to enhance the teaching and learning experience for students and teachers in the classroom.

Keywords: Education, Generation, Change

The International Journal of Learning, Volume 16, Issue 7, pp.203-216. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.276MB).

Kenneth Young

Lecturer in Education, Faculty of Science, Health and Education, School of Science and Education, University of the Sunshine Coast, Maroochydore, Queensland, Australia

Kenneth Young graduated as a teacher from the Brisbane College of Advanced Education (BCAE) in 1984. He has worked as a secondary teacher in a variety of locations throughout Queensland, including Kingaroy, Wondai, Palm Island and the Sunshine Coast. In addition to his current role as Education Undergraduate Program Leader and Lecturer in Education, Mr. Young is currently engaged in ongoing research towards his PhD thesis. The main focus of Mr. Young’s PhD research is in the area of Preservice Teaching. The title of his PhD research project is “Preservice teacher’s perspectives of the changing roles of secondary school teachers in Queensland: An Interpretivist Study”. Mr. Young’s other research interests include the social and educational implications of ICT integration within learning and teaching, and the history of Australian education. Mr. Young’s teaching practice includes the development of innovative ways to promote learning engagement through the use of technology. Within the Faculty of Science, Health and Education, Mr. Young holds a position on the Faculty Learning and Teaching Committee.


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