Negotiating Social Class and Ethnic Relations in the Production of Inclusive Literacy Education
The first three papers in this issue report fndings from a project funded by the Australian Research Council on the construction of `Australian Identities' through literacy practices in secondary schools. The research project was initiated in consultations with secondary school teachers aimed at developing curricular and pedagogic responses to the needs of students from Samoan/Pacific Islander and Taiwanese/Chinese ethnic backgrounds. These students were considered to have special needs with respect to English literacy skills.
International Journal of Inclusive Education