Abstract

The purpose of this study is to examine various systemic frameworks which define the at risk learner. Critical pedagogy is then analyzed indicating how critical educational pedagogical practices contribute to successful alternative education projects for at risk learners. The application of this pedagogy is culminated with the creation of narrative to demonstrate that the educational experience in alternative settings for at risk learners can be transformed from one of marginalization to conscious criticism and successful accomplishments in the Quebec high school curriculum. Finally, a case study of an alternative school program which services at risk learners and which is situated within the larger school complex is presented. The conclusion shows that the use of both critical pedagogy and narrative merge in alternative programming to heighten the opportunity for personal change and improve the educational success of at risk learners. Suggestions for further research are made to help understand and improve the educational experience for the at risk learner in high school.