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dc.contributor.authorGrootenboer, Peter
dc.contributor.authorHardy, Ian
dc.contributor.editorRea Zajda
dc.date.accessioned2018-10-31T02:45:17Z
dc.date.available2018-10-31T02:45:17Z
dc.date.issued2015
dc.identifier.issn1323577X
dc.identifier.doi10.7459/ept/37.1.04
dc.identifier.urihttp://hdl.handle.net/10072/155219
dc.description.abstractIn this article we present a case study of a school community engaging in what we describe as educational praxis - a form of committed learning to meet the needs of poor and refugee students in a disadvantaged community in Australia. The school, part of the Catholic systemic school sector in Australia, shares its site with the local Catholic parish, but serves a largely non-Catholic community with a high proportion of refugee families. In this case study, we examine and foreground what we describe as the 'ecology of practices' established in the site to address the learning needs of the students, (and members of the broader community). Specifically, we examine the leadership practices at a range of levels, the staff teaching practices, and the learning practices of students which arose in response to these preliminary practices. Data were collected through in-depth individual and group interviews with participants from across the school community. We focus on one particular initiative, the 'Everyone a Reader' program to exemplify how this array of leading and teaching practices contributed to students' learning. The research reveals that by deliberately and strategically taking a praxis approach, and looking at the range of leadership, teaching and student learning practices, and how they inter-related, we are better able to understand the conditions conducive to meeting the specific and challenging learning needs of students and the broader community, particularly in some of the most disadvantaged communities.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherJames Nicholas Publishers
dc.publisher.placeAustralia
dc.relation.ispartofpagefrom45
dc.relation.ispartofpageto62
dc.relation.ispartofissue1
dc.relation.ispartofjournalEducational Practice and Theory
dc.relation.ispartofvolume37
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode130202
dc.subject.fieldofresearchcode13
dc.title'Raising Reading' in the Community: A Case Study of Praxis in Practice
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.description.notepublicAfter all reasonable attempts to contact the copyright owner, this work was published in good faith in interests of the digital preservation of academic scholarship. Please contact copyright@griffith.edu.au with any questions or concerns.
gro.rights.copyright© 2015 James Nicholas Publishers.. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorGrootenboer, Peter J.


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