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dc.contributor.authorPoyatos Matas, Cristina Florenciaen_US
dc.contributor.authorBridges, Susanen_US
dc.date.accessioned2017-05-03T12:50:03Z
dc.date.available2017-05-03T12:50:03Z
dc.date.issued2009en_US
dc.date.modified2010-06-01T06:52:55Z
dc.identifier.issn14479494en_US
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent504913 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherCommon Grounden_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://thelearner.com/Journal/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom379en_US
dc.relation.ispartofpageto395en_US
dc.relation.ispartofissue10en_US
dc.relation.ispartofjournalThe International Journal of Learningen_US
dc.relation.ispartofvolume16en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleFraming Multicultural Capital to Understand Multicultural Education in Practiceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Languages and Linguisticsen_US
gro.rights.copyrightCopyright remains with the authors 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 authorsen_AU
gro.date.issued2009
gro.hasfulltextFull Text


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