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ERIC Number: EJ911086
Record Type: Journal
Publication Date: 2010-Dec
Pages: 16
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1361-3324
Teaching in Fractured Classrooms: Refugee Education, Public Culture, Community and Ethics
Hattam, Robert; Every, Danielle
Race, Ethnicity and Education, v13 n4 p409-424 Dec 2010
During the last decade or so, schooling policy has had to increasingly grapple with processes that have a global reach. One significant aspect of globalisation has been the global flows of asylum seekers and refugees. Although Australia has a long history of accepting asylum seekers and refugees, in recent times, concerns about national security have fuelled community disquiet about refugees and asylum seekers. As such the "refugee problem" is a crucial site for research by those interested in the relationships between a vibrant and socially just society and educational policy and practice. This paper draws on Rose's genealogy of "community" (that is community now a site for governmentality); and Bauman's meditation on "elusive community" (how can we have both freedom and security?) as a means to think through an appropriate ethico-politics for educators grappling with the refugee problem in Australia. (Contains 5 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia