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  • Schools, teachers and community: cultivating the conditions for engaged student learning

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    88272_1.pdf (139.5Kb)
    Author(s)
    Hardy, Ian
    Grootenboer, Peter
    Griffith University Author(s)
    Grootenboer, Peter J.
    Year published
    2013
    Metadata
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    Abstract
    This paper reveals the nature of the actions, discussions and relationships which characterised teachers' and associated school personnel's efforts to engage poor and refugee students through a community garden located in a school in a low socio-economic urban area in south-east Queensland, Australia. These actions, discussions and relationships are described as both revealing and producing particular 'practice architectures' which help constitute conditions for practice--in this case, conditions for bene?cial student learning. The paper draws upon interview data with teachers, other school staff and community members working ...
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    This paper reveals the nature of the actions, discussions and relationships which characterised teachers' and associated school personnel's efforts to engage poor and refugee students through a community garden located in a school in a low socio-economic urban area in south-east Queensland, Australia. These actions, discussions and relationships are described as both revealing and producing particular 'practice architectures' which help constitute conditions for practice--in this case, conditions for bene?cial student learning. The paper draws upon interview data with teachers, other school staff and community members working in the school to reveal the interrelating actions, discussions and relationships involved in developing and using the garden for academic and non-academic purposes. By better understanding such interrelationships as practice architectures, the paper reveals how teachers and those in schooling settings learn to facilitate student learning practices that likely to assist some of the most marginalised students in schooling settings.
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    Journal Title
    Journal of Curriculum Studies
    Volume
    45
    Issue
    5
    DOI
    https://doi.org/10.1080/00220272.2013.809151
    Copyright Statement
    © 2013 Routledge, Taylor & Francis. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher.Please refer to the journal link for access to the definitive, published version.
    Subject
    Curriculum and pedagogy
    Curriculum and pedagogy theory and development
    Publication URI
    http://hdl.handle.net/10072/55821
    Collection
    • Journal articles

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