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dc.contributor.authorVass, Greg
dc.date.accessioned2022-01-25T08:17:40Z
dc.date.available2022-01-25T08:17:40Z
dc.date.issued2015
dc.identifier.issn0311-6999
dc.identifier.doi10.1007/s13384-014-0160-1
dc.identifier.urihttp://hdl.handle.net/10072/411723
dc.description.abstractThere is a rekindled concern for the achievements of Indigenous learners in schooling in Australia. In part, this focus returned to view within mainstream discourses linked with growing neo-liberal influences and efforts to make education more countable and accountable. The emphasis on ‘Indigenous education’ is given shape and substance by a collection of policy, assessment, curriculum and pedagogic ‘closing the gap’ initiatives. Teachers are on the front-line putting into action practices that may realise these policy aspirations, raising questions for me about how teachers come to know and make sense of this suite of initiatives. In this article I draw on interview data with teachers from a suburban high school as they explain their understanding of the ‘closing the gap’ policy framework. The article is organised into two sections, firstly I introduce Critical Race Theory in education and I put to work some of its ideas to examine the ‘gap’ policy climate. Secondly, I present a ‘creative analytic account’ of the teacher perspectives, prior to mapping out the contours and links between their sense making strategies with broader structural and socio-political frameworks that the initiatives are located within. In doing so, I hope to demonstrate the potential usefulness of Critical Race Theory with developing a better understanding of how to work towards racial justice in education.
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherSpringer
dc.relation.ispartofpagefrom371
dc.relation.ispartofpageto394
dc.relation.ispartofissue3
dc.relation.ispartofjournalThe Australian Educational Researcher
dc.relation.ispartofvolume42
dc.subject.fieldofresearchEducationen_US
dc.subject.fieldofresearchcode39en_US
dc.subject.keywordsSocial Sciencesen_US
dc.subject.keywordsEducation policy analysisen_US
dc.subject.keywordsIndigenous educationen_US
dc.subject.keywordsCritical race theoryen_US
dc.subject.keywordsEducational Researchen_US
dc.titlePutting critical race theory to work in Australian education research: 'we are with the garden hose here'
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationVass, G, Putting critical race theory to work in Australian education research: 'we are with the garden hose here', The Australian Educational Researcher, 2015, 42 (3), pp. 371-394
dc.date.updated2022-01-25T08:16:21Z
gro.hasfulltextNo Full Text
gro.griffith.authorVass, Greg


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