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dc.contributor.authorPoyatos Matas, Cristina Florencia
dc.contributor.authorBridges, Susan
dc.date.accessioned2017-05-03T12:50:03Z
dc.date.available2017-05-03T12:50:03Z
dc.date.issued2009
dc.date.modified2010-06-01T06:52:55Z
dc.identifier.issn14479494
dc.identifier.urihttp://hdl.handle.net/10072/29942
dc.description.abstractEducational institutions are agents that can support culturally and linguistically diverse communities and promote transformative change in preparing global citizens. The degree of preparedness of citizens to deal with the new multicultural reality that constitutes modern life has real economic implications for a nation's success. By adopting a multicultural capital framework that synthesises current capital theories across fields, we seek to understand how educational institutions can prepare students for a world in which the ability to move across cultures and languages significantly determines an individual's ability to succeed. Middle schooling has been increasingly identified in educational literature as an identifiable stage in schooling that spans traditional notions of primary and secondary schooling and that holds distinct characteristics and needs. Drawing upon ethnographic data from a qualitative, exploratory study, this paper maps educational practices (both pedagogic and institutional) across six middle schools in urban Australia. By mapping these practices to the proposed multicultural capital framework, we identify how culturally proactive school communities productively draw upon multicultural capital to foster and promote a distinctly Australian perspective of what constitutes multicultural education.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent504913 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherCommon Ground
dc.publisher.placeAustralia
dc.publisher.urihttps://thelearner.com/journals/discontinued
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom379
dc.relation.ispartofpageto395
dc.relation.ispartofissue10
dc.relation.ispartofjournalThe International Journal of Learning
dc.relation.ispartofvolume16
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchInformation and Computing Sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchStudies in Human Society
dc.subject.fieldofresearchcode130202
dc.subject.fieldofresearchcode08
dc.subject.fieldofresearchcode13
dc.subject.fieldofresearchcode16
dc.titleFraming Multicultural Capital to Understand Multicultural Education in Practice
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Languages and Linguistics
gro.rights.copyright© The Author(s) 2009 .The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal's website or contact the authors
gro.date.issued2009
gro.hasfulltextFull Text
gro.griffith.authorPoyatos Matas, Cristina Florencia F.


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