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dc.contributor.authorSingh, P
dc.date.accessioned2017-05-03T15:12:18Z
dc.date.available2017-05-03T15:12:18Z
dc.date.issued2000
dc.date.modified2013-06-21T03:49:14Z
dc.identifier.issn1360-3116
dc.identifier.doi10.1080/136031100284894
dc.identifier.urihttp://hdl.handle.net/10072/24764
dc.description.abstractIn this paper an analysis is undertaken of the accounts of pedagogic work provided by para-educational personnel working in two government-funded schools situated in a low socio-economic area of an Australian city. Specifically, the paper examines the accounts of two para-educational personnel who identified as Samoan/Pacific Islander and worked to improve the educational outcomes of students from the local Samoan/Pacific Islander community. It is argued that the pedagogic work of para-educational personnel may play an important role in redistributing discursive (informational) resources transmitted through schooling institutions. However, the positioning of para-educational personnel in the field of the local community and the field of education regulates the form/modality of pedagogic work, that is, what is taught and how it is taught. Moreover, the content and form of pedagogic work has the potential for realising inclusive and/or exclusive relations for students from disadvantaged backgrounds.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent206085 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeOxford, UK
dc.relation.ispartofpagefrom3
dc.relation.ispartofpageto21
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Inclusive Education
dc.relation.ispartofvolume4
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode4410
dc.titleLocal and official forms of symbolic control: An Australian case study of the pedagogic work of para-educational personnel
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2000 Taylor & Francis. This is an electronic version of an article published in International Journal of Inclusive Education, Vol. 4(1), 2000, pp. 3-21. International Journal of Inclusive Education is available online at: http://www.tandfonline.com with the open URL of your article.
gro.date.issued2000
gro.hasfulltextFull Text
gro.griffith.authorSingh, Parlo


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