Student Belonging: Critical Relationships and Responsibilities

Autor/inn/en	Berryman, Mere; Eley, Elizabeth
Titel	Student Belonging: Critical Relationships and Responsibilities
Quelle	In: International Journal of Inclusive Education, 23 (2019) 9, S.985-1001 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1602365
Schlagwörter	Foreign Countries; Indigenous Populations; Minority Group Students; Racial Bias; Social Justice; Equal Education; Educational Quality; Cultural Pluralism; Educational Environment; Culturally Relevant Education; Pacific Islanders; Secondary School Students; Cultural Awareness; Student Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Quality of education; Bildungsqualität; Kulturpluralismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Sekundarschüler; Cultural identity; Kulturelle Identität; Schülerverhalten; Neuseeland
Abstract	In this paper, we consider New Zealand's education system to understand what can happen when we focus only on excellence and students reaching their potential, without simultaneously investing in their sense of belonging and wellbeing. National statistics suggest we are alienating and shortchanging an increasing number of students and, for disproportionate numbers of Indigenous students, these statistics are part of a world trend. The literature, and the students themselves, highlight the need to overturn the underlying racism that persistently disadvantages clearly identifiable groups of students over others. Until we do, using equity and excellence as the most powerful drivers for reform, will continue to promote conditions where our students' sense of belonging and wellbeing are undermined throughout their education and we will risk, failing to address the ensuing negative statistics. We conclude with a response that we have learned from working with these same students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01