Diversity, Disadvantage and Differential Outcomes: An Analysis of Samoan Students' Narratives of Schooling
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Social justice discourses, particularly those attentive to the politics of difference, suggest that the perspectives of least-advantaged groups need to be taken into account when endeavouring to realise social justice in education for these groups. In this paper, we analyse narratives on schooling produced by one cohort of least-advantaged students, namely Samoan students attending state-designated disadvantaged secondary schools in Queensland, Australia. Specifically, the narratives of educational disadvantage provided by Samoan students are analysed. The focus is on 'the what' (the knowledge to be transmitted) and 'the how' (the teacher-student relations) of pedagogy in state-designated disadvantaged schools. Attention is paid to the contradictory and ambivalent discourses inherent in these narratives, particularly in terms of realising socially just pedagogic practices.
Asia-Pacific Journal of Teacher Education
© 2001 Australian Teacher Education Association. Published by Taylor & Francis. This is an electronic version of an article published in the Asia-Pacific Journal of Teacher Education, Vol. 29(1), 2001, pp. 73-92. The Asia-Pacific Journal of Teacher Education is available online at: http://www.tandfonline.com with the open URL of your article.