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ERIC Number: EJ955010
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0141-1926
Productive Engagements with Student Difference: Supporting Equity through Cultural Recognition
Keddie, Amanda; Niesche, Richard
British Educational Research Journal, v38 n2 p333-348 2012
In this paper, the focus is on how a group of Australian educators support student equity through cultural recognition. Young's theorising of justice is drawn on to illuminate the problematic impacts arising from the group's efforts to value students' cultural difference associated, for example, with quantifying justice along distributive lines and with essentialising student difference as negation and lack within a frame of cultural imperialism. These theoretical tools draw attention to, and support a critical examination of, the social rules and relations within the school that create barriers to equity. Towards reconciling discrepancies relating to how student difference might best be supported, the paper endorses the prevailing imperative of centring students' perspectives and experiences. Such centring remains crucial to educators recognising the partiality and interest within their attempts to "help" marginalised students and disrupting the relations of teacher privilege and authority that reinscribe domination, control and exclusion.
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; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia