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  • Pursuing justice for refugee students: addressing issues of cultural (mis)recognition

    Author(s)
    Keddie, Amanda
    Griffith University Author(s)
    Keddie, Amanda
    Year published
    2012
    Metadata
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    Abstract
    In this paper Nancy Fraser's conceptual tools are drawn on to theorise issues of justice in a culturally diverse primary school in Australia where approximately 30% of the student population are immigrant/refugees. The paper examines justice issues of cultural recognition in relation to refugee student identity, behaviour and assessment. Drawing on interview data from a study that sought to identify productive approaches to addressing equity for refugee students, the paper highlights the school's efforts to remedy issues of cultural misrecognition associated with an equation of refugee student difference and marginality ...
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    In this paper Nancy Fraser's conceptual tools are drawn on to theorise issues of justice in a culturally diverse primary school in Australia where approximately 30% of the student population are immigrant/refugees. The paper examines justice issues of cultural recognition in relation to refugee student identity, behaviour and assessment. Drawing on interview data from a study that sought to identify productive approaches to addressing equity for refugee students, the paper highlights the school's efforts to remedy issues of cultural misrecognition associated with an equation of refugee student difference and marginality with deficit and lack. Such efforts relate to the school's endeavours to create an inclusive and socially cohesive environment that supports a valuing of, and connection to, refugee student difference. These endeavours are theorised as highly productive in their capacity to disrupt the relations of cultural domination, non-recognition and disrespect that exclude and/or malign some refugee students at the school and broader level. The paper argues the importance of such an approach in light of the unprecedented diversity and complexity of the global context where schools are consistently challenged with new and changing equity concerns and priorities.
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    Journal Title
    International Journal of Inclusive Education
    Volume
    16
    Issue
    12
    DOI
    https://doi.org/10.1080/13603116.2011.560687
    Subject
    Specialist Studies in Education not elsewhere classified
    Specialist Studies in Education
    Sociology
    Publication URI
    http://hdl.handle.net/10072/52123
    Collection
    • Journal articles

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