Dividing Practices: Senior English and Social Inequality in New South Wales

Autor/inn/en	Green, Bill; Sawyer, Wayne; Roberts, Philip
Titel	Dividing Practices: Senior English and Social Inequality in New South Wales
Quelle	In: Australian Educational Researcher, 50 (2023) 5, S.1379-1400 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Green, Bill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00563-y
Schlagwörter	Foreign Countries; High School Students; English Curriculum; Exit Examinations; High Stakes Tests; Social Differences; English Instruction; Secondary School Curriculum; Australia + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Final examination; Abschlussprüfung; Sozialer Unterschied; English langauage lessons; Englischunterricht; Australien
Abstract	The role and significance of schooling in maintaining and renewing social disadvantage is particularly evident in upper secondary education, and especially so in the high-stakes final examination at the end of Year 12. This paper focusses on Senior English in this context, with specific regard to the Australian state of New South Wales. Building on a recent study of the outcomes of the Higher School Certificate (HSC) in 2017, it analyses what the data reveal about the relationship between Senior English and social inequality in this instance. It does so with reference to a brief account of the history of English teaching and senior secondary curriculum policy in New South Wales and also, comparatively, a now well-established comprehensive study of senior secondary schooling in Victoria. It concludes with some implications of this account for further investigations of Senior English and subject English more generally, as well as of the social meaning of senior secondary education in Australia, in particular with regard to the nexus between curriculum and assessment, knowledge, and power. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01