dc.contributor.author | Poyatos Matas, Cristina Florencia | |
dc.contributor.author | Bridges, Susan | |
dc.date.accessioned | 2017-05-03T12:50:03Z | |
dc.date.available | 2017-05-03T12:50:03Z | |
dc.date.issued | 2009 | |
dc.date.modified | 2010-06-01T06:52:55Z | |
dc.identifier.issn | 14479494 | |
dc.identifier.uri | http://hdl.handle.net/10072/29942 | |
dc.description.abstract | Educational 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.peerreviewed | Yes | |
dc.description.publicationstatus | Yes | |
dc.format.extent | 504913 bytes | |
dc.format.mimetype | application/pdf | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Common Ground | |
dc.publisher.place | Australia | |
dc.publisher.uri | https://thelearner.com/journals/discontinued | |
dc.relation.ispartofstudentpublication | N | |
dc.relation.ispartofpagefrom | 379 | |
dc.relation.ispartofpageto | 395 | |
dc.relation.ispartofissue | 10 | |
dc.relation.ispartofjournal | The International Journal of Learning | |
dc.relation.ispartofvolume | 16 | |
dc.rights.retention | Y | |
dc.subject.fieldofresearch | Curriculum and Pedagogy Theory and Development | |
dc.subject.fieldofresearch | Information and Computing Sciences | |
dc.subject.fieldofresearch | Education | |
dc.subject.fieldofresearch | Studies in Human Society | |
dc.subject.fieldofresearchcode | 130202 | |
dc.subject.fieldofresearchcode | 08 | |
dc.subject.fieldofresearchcode | 13 | |
dc.subject.fieldofresearchcode | 16 | |
dc.title | Framing Multicultural Capital to Understand Multicultural Education in Practice | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
gro.faculty | Arts, 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.issued | 2009 | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Poyatos Matas, Cristina Florencia F. | |