Pursuing Justice for Refugee Students: Addressing Issues of Cultural (Mis)Recognition

Autor/in	Keddie, Amanda
Titel	Pursuing Justice for Refugee Students: Addressing Issues of Cultural (Mis)Recognition
Quelle	In: International Journal of Inclusive Education, 16 (2012) 12, S.1295-1310 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2011.560687
Schlagwörter	Refugees; Foreign Countries; Multicultural Education; Migrant Children; Migrant Education; Migrant Problems; Social Justice; Student Behavior; Student Evaluation; Racial Identification; Interviews; Culturally Relevant Education; Student Diversity; Educational Improvement; Improvement Programs; Politics of Education; Racial Discrimination; Administrator Attitudes; Teacher Attitudes; Social Integration; Australia + Suchen Sie Ihr Suchwort? Flüchtling; Ausland; Multikulturelle Erziehung; Soziale Gerechtigkeit; Student behaviour; Schülerverhalten; Schulnote; Studentische Bewertung; Interviewing; Interviewtechnik; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Educational policy; Bildungspolitik; Racial bias; Rassismus; Lehrerverhalten; Soziale Integration; Australien
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 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. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10