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ERIC Number: EJ986780
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1360-3116
Pursuing Justice for Refugee Students: Addressing Issues of Cultural (Mis)Recognition
Keddie, Amanda
International Journal of Inclusive Education, v16 n12 p1295-1310 2012
In this paper Nancy Fraser's conceptual tools are drawn on to theorise issues of justice in a culturally diverse primary school in Australia where approximately 30% of the student population are immigrant/refugees. The paper examines justice issues of cultural recognition in relation to refugee student identity, behaviour and assessment. Drawing on interview data from a study that sought to identify productive approaches to addressing equity for refugee students, the paper highlights the school's efforts to remedy issues of cultural misrecognition associated with an equation of refugee student difference and marginality with deficit and lack. Such efforts relate to the school's endeavours to create an inclusive and socially cohesive environment that supports a valuing of, and connection to, refugee student difference. These endeavours are theorised as highly productive in their capacity to disrupt the relations of cultural domination, non-recognition and disrespect that exclude and/or malign some refugee students at the school and broader level. The paper argues the importance of such an approach in light of the unprecedented diversity and complexity of the global context where schools are consistently challenged with new and changing equity concerns and priorities. (Contains 1 note.)
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 - Evaluative
Education Level: Elementary Secondary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia