Interrogating the Promise of a Whole-School Approach to Intercultural Education: An Australian Investigation

Autor/inn/en	Ohi, Sarah; O'Mara, Joanne; Arber, Ruth; Hartung, Catherine; Shaw, Gary; Halse, Christine
Titel	Interrogating the Promise of a Whole-School Approach to Intercultural Education: An Australian Investigation
Quelle	In: European Educational Research Journal, 18 (2019) 2, S.234-247 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904118796908
Schlagwörter	Multicultural Education; Program Implementation; Constructivism (Learning); Self Concept; Social Theories; Educational Practices; Vignettes; Principals; Barriers; Foreign Countries; Racial Bias; Knowledge Base for Teaching; Workshops; Faculty Development; Elementary School Teachers; Secondary School Teachers; Case Studies; Teacher Attitudes; Administrator Attitudes; Instructional Leadership; Capacity Building; Australia + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Selbstkonzept; Gesellschaftstheorie; Bildungspraxis; Principal; Schulleiter; Ausland; Racial discrimination; Rassismus; Teaching theory; Theory of teaching; Unterrichtstheorie; Lernwerkstatt; Schulung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Lehrerverhalten; Instruction; Leadership; Bildung; Erziehung; Führung; Australien
Abstract	Intercultural education (ICE) is a priority for schools and schooling systems worldwide. While extensive policy and academic literature exists that describes how ICE should be done in schools, relatively little has been published about the pragmatics of implementing and enacting ICE, despite evidence that principals, teachers and schools feel ill equipped to teach and engage in ICE. This article investigates how schools implementing ICE are confronted with distinctive challenges. Engaging methodological tools of social constructivism (Denzin and Lincoln, 2005) and an analytical lens supported by social cultural theories of identity and representation (Hall, 1997; Gee, 2004), we argue that the everyday experiences and practices of teachers need be explored, but also interrogated and understood otherwise (Lather, 1991). We draw on qualitative data from a large-scale study conducted in schools in Victoria, Australia. We present three vignettes that elucidate how ICE was enacted at the principal, curriculum and teacher levels. Each vignette is based upon a key challenge confronted by schools and illustrates the processes different schools used to tackle these issues and to embed ICE into the daily schooling practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01