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    Constructing inclusive education in a neo-liberal context: promoting inclusion of Arab-Australian studies in an Australian context (2010)

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    Type of Content
    Journal Article
    UC Permalink
    https://hdl.handle.net/10092/101473
    
    Publisher's DOI/URI
    http://doi.org/10.1080/01411920903142958
    
    Publisher
    Wiley
    ISSN
    0141-1926
    1469-3518
    Language
    en
    Collections
    • Education, Health and Human Development: Journal Articles [333]
    Authors
    Kamp A, Mansouri Fshow all
    Abstract

    School systems are a major social change agent capable of challenging social inequalities and economic disadvantages. Yet, while schools in Australia are being confronted with increasingly culturally diverse populations as well as an increasing focus on student retention, this transformative role is increasingly being played out in a broader educational context that has been found to replicate rather than challenge patterns of social inequality. Successive governments in Australia have responded to this context with a raft of policy initiatives. This paper, based on three-year longitudinal research undertaken in the city of Melbourne, outlines this policy context and introduces the theoretical approach that underpins its innovative approach to managing cultural diversity in educational institutions. It argues for, and presents, a multidimensional model for managing cultural diversity in schools, one that provides the tools for transformative practices to be undertaken to effect positive change in school environments for the benefit of all students. © 2010 British Educational Research Association.

    Citation
    Kamp A, Mansouri F (2010). Constructing inclusive education in a neo-liberal context: promoting inclusion of Arab-Australian studies in an Australian context. British Educational Research Journal. 36(5). 733-744.
    This citation is automatically generated and may be unreliable. Use as a guide only.
    ANZSRC Fields of Research
    39 - Education::3904 - Specialist studies in education::390407 - Inclusive education
    Rights
    All rights reserved unless otherwise stated
    http://hdl.handle.net/10092/17651
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