Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/29045
- Title
- Teachers' understanding(s) of educational inclusion and exclusion: a discursive analysis of limits and possibilities
- Author/Creator
-
Morrison, Kellie;
Ladwig, James
- Description
- This paper draws on interviews with teachers that were conducted as part of the EGSIE-Australia project which sought to empirically investigate the relationships bewteen education governance and social inclusion and exclusion. The teacher sample was a national group of principals, head teachers, and teachers, who were identified by their ongoing commitment to, and practical work with, educational disadvantage and social inclusion and exclusion in schools and the wider community. The paper explores how these teachers made sense of categories such a 'marginalisation' and 'disadvantage', seeking to highlight the implications for practice for the ways in which teachers use such categories to understand the limits (and possibilities) of their own practice within current contexts and shifts in educational governance. It also reports on changes in the ways in which educational governance has impacted at the level of practice, as reported by these educational practitioners and demonstrates the frontiers of our discursive understandings of social inclusion and exclusion.
- Relation
- AARE 2000 Conference. Proceedings of the AARE 2000 Conference (Sydney 4-7 December, 2000)
- Relation
- http://www.aare.edu.au/00pap/abs00.htm#M
- Date
- 2001
- Publisher
- Australian Association for Research in Education (AARE)
- Keyword(s)
-
education governance;
social inclusion and exclusion;
teachers
- Resource Type
- conference paper
- Identifier
- http://hdl.handle.net/1959.13/29045
- Identifier
- ISSN:1324-9339
- Language
- eng
- Full Text
-
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