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  • Ethnolinguistic diversity within Australian schools: Call for a participant perspective in teacher learning

    Author(s)
    Liyanage, Indika
    Singh, Parlo
    Walker, Tony
    Griffith University Author(s)
    Singh, Parlo
    Year published
    2016
    Metadata
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    Abstract
    Enactment of policy on diversity and learning in Australian schools is evident in “diversity talk” in daily discourses of school teachers. From policy documents to daily staffroom conversations, there is extensive use in contemporary Western educational discourse of ethnolinguistic categories. The categorization of students to groups on the basis of cultural and linguistic attributes can potentially be counter-productive to school learning and broader practices of intercultural understanding. In this paper we critique policy-derived categorizations in Australia that encourage teachers’ perceptions of themselves as outside, ...
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    Enactment of policy on diversity and learning in Australian schools is evident in “diversity talk” in daily discourses of school teachers. From policy documents to daily staffroom conversations, there is extensive use in contemporary Western educational discourse of ethnolinguistic categories. The categorization of students to groups on the basis of cultural and linguistic attributes can potentially be counter-productive to school learning and broader practices of intercultural understanding. In this paper we critique policy-derived categorizations in Australia that encourage teachers’ perceptions of themselves as outside, rather than as participants in, the dynamic interplay of variables that characterize contemporary society. We call for increased opportunities in teacher education and teacher professional development in the areas of cultural identity and shifting cultural ethnoscapes as a basis for contextually responsive and pedagogically viable enactment of procedures and practices mandated by current policy settings with the aim of students from ethnolinguistically diverse backgrounds achieving their potential as participants in the broader community.
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    Journal Title
    International Journal of Pedagogies and Learning
    Volume
    11
    Issue
    3
    DOI
    https://doi.org/10.1080/22040552.2016.1272529
    Subject
    Education systems
    Curriculum and pedagogy
    Social Sciences
    Education & Educational Research
    Ethnolinguistic diversity
    in-/pre-service teacher education
    medium of instruction
    Publication URI
    http://hdl.handle.net/10072/409913
    Collection
    • Journal articles

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    First Peoples of Australia
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