Schools, teachers and community: cultivating the conditions for engaged student learning

Hardy, Ian and Grootenboer, Peter (2013) Schools, teachers and community: cultivating the conditions for engaged student learning. Journal of Curriculum Studies, 45 5: 697-719. doi:10.1080/00220272.2013.809151

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Author Hardy, Ian
Grootenboer, Peter
Title Schools, teachers and community: cultivating the conditions for engaged student learning
Journal name Journal of Curriculum Studies   Check publisher's open access policy
ISSN 0022-0272
1366-5839
Publication date 2013
Sub-type Article (original research)
DOI 10.1080/00220272.2013.809151
Open Access Status File (Author Post-print)
Volume 45
Issue 5
Start page 697
End page 719
Total pages 23
Place of publication Oxon, United Kingdom
Publisher Routledge
Collection year 2014
Language eng
Abstract This paper reveals the nature of the actions, discussions and relationships which characterised teachers' and associated school personnel's efforts to engage poor and refugee students through a community garden located in a school in a low socio-economic urban area in south-east Queensland, Australia. These actions, discussions and relationships are described as both revealing and producing particular 'practice architectures' which help constitute conditions for practice-in this case, conditions for beneficial student learning. The paper draws upon interview data with teachers, other school staff and community members working in the school to reveal the interrelating actions, discussions and relationships involved in developing and using the garden for academic and non-academic purposes. By better understanding such interrelationships as practice architectures, the paper reveals how teachers and those in schooling settings learn to facilitate student learning practices that likely to assist some of the most marginalised students in schooling settings.
Keyword Practice
Refugees
School-community relations
Teachers
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
 
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Created: Tue, 27 Aug 2013, 15:19:23 EST by Claire Backhouse on behalf of School of Education