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Cultures of Schooling (RLE Edu L Sociology of Education)

Mary Kalantzis | Bill Cope | Greg Noble | Scott Poynting
€43.99
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A01=Bill Cope
A01=Greg Noble
A01=Mary Kalantzis
A01=Scott Poynting
Author_Bill Cope
Author_Greg Noble
Author_Mary Kalantzis
Author_Scott Poynting
background
bilingual education programmes
Bilingual Programme
Brunswick East
Category=JNAM
Catholic Education Office
Community Liaison Officer
Community Liaison Program
curriculum reform case studies
disadvantaged
DSP
educational equity Australia
empowerment in secondary schools
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ESL Coordinator
ESL Faculty
ESL Programme
ESL Staff
ESL Student
ESL Teacher
language
Liaison Teacher
linguistic diversity schools
LOTEs Programme
Macedonian Background
Multicultural Education
multicultural education policy
NESB
NESB Student
non-english
NSW Department
post-progressivist multicultural pedagogy
program
schools
second
speaking
Special Projects Officer
staff
Student Welfare Coordinator
students
Transitional Bilingual Education
Vice Versa
Vietnamese Background
Vietnamese Teacher

Product details

  • ISBN 9780415752879
  • Weight: 453g
  • Dimensions: 156 x 234mm
  • Publication Date: 10 Apr 2014
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

This volume examines the ways schools respond to cultural and linguistic diversity. A richness of accumulated experience is portrayed in this study of six Australian secondary schools; partial success, near success or instructive failure as the culture of the school itself was transformed in an attempt to meet the educational needs of its students. Set in the context of a general historical background to the development of multicultural education in Australia, a theoretical framework is developed with which to analyze the move from the traditional curriculum of cultural assimilation to the progressivist curriculum of cultural pluralism. The book analyzes the limitations of the progressivist model of multicultural education and suggests a new ‘post-progressivist’ model, in evidence already in an incipient and as yet tentative ‘self-corrective’ trend in the case-study schools.

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