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ERIC Number: ED362664
Record Type: RIE
Publication Date: 1993-Jul-5
Pages: 16
Abstractor: N/A
Reference Count: N/A
Is an Inclusive Classroom Enough?: Literacy and Social Justice.
Shore, Sue
If Australia's adult educators involved in adult literacy, language, and numeracy provision are to initiate significant changes in the inequalities existing in Australian society, they must examine a range of issues extending far beyond classroom walls. Much discussion about workplace communication in recent years has evolved from the growing emphasis on new workplace cultures advocating egalitarian, collaborative work practices and industry environments that acknowledge cultural diversity and the interrelatedness of workers' needs and industrial efficiency. A 1993 study funded by Australia's Department of Employment, Education, and Training examined the issues facing literacy, language, and numeracy in the coming century and resulted in the development of a framework of guidance for curricula. The new framework, titled "Positively Different," suggested a curriculum that works toward the goals of justice within and beyond the classroom walls and focused on the role of institutions in developing and implementing curricula for social justice, the differences between "good" educational practice and political practice that is explicit about relations of power shaping that work, the concept of the "relearning classroom," and professional development activities needed to enable teachers to address social justice issues effectively. (Contains 26 references.) (MN)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australia; Social Justice
Note: Paper presented at the Pre-Conference Institute of the International Conference of the Australian Reading Association (1st, Melbourne, Victoria, Australia, July 5-9, 1993).