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dc.contributor.authorDooley, K
dc.contributor.authorExley, B
dc.contributor.authorSingh, P
dc.date.accessioned2017-05-03T15:12:15Z
dc.date.available2017-05-03T15:12:15Z
dc.date.issued2000
dc.date.modified2009-07-21T21:26:42Z
dc.identifier.issn1360-3116
dc.identifier.doi10.1080/136031100284902
dc.identifier.urihttp://hdl.handle.net/10072/24763
dc.description.abstractThis paper examines the construction of 'socially just' curriculum renewal initiatives for Samoan students in a low socio-economic secondary school. Basil Bernstein's concept of recontextualization is used to investigate the implementation of Queensland's Social Justice Strategy at the school level. Interview data provided by the school's first two 'social justice coordinators' is analysed, focussing on the categorizations of students and discourses operative within the reform initiatives. Shifts in what counted as socially just curriculum for Samoan students are documented. The focus is on the varying strength of the boundaries of cultural categories (i.e. 'Samoan') and on tensions over the emphasis on the cultural knowledge of community representatives and the professional knowledge of school educators. The findings make explicit implications for the distribution of discursive resources to the Samoan students and, hence, life chances in a world in which English is a tool needed by young Australians irrespective of their cultural background.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeOxford, UK
dc.relation.ispartofpagefrom23
dc.relation.ispartofpageto41
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Inclusive Education
dc.relation.ispartofvolume4
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchEducation policy, sociology and philosophy
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode4410
dc.subject.fieldofresearchcode3902
dc.titleSocial justice and curriculum renewal for Samoan students: An Australian case study
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Sciences, Griffith Institute for Drug Discovery
gro.date.issued2000
gro.hasfulltextNo Full Text
gro.griffith.authorExley, Beryl E.
gro.griffith.authorSingh, Parlo


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