Productive engagements with student difference: Supporting equity through cultural recognition

Keddie, Amanda and Niesche, Richard (2012) Productive engagements with student difference: Supporting equity through cultural recognition. British Educational Research Journal, 38 2: 333-348. doi:10.1080/01411926.2010.544713

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Author Keddie, Amanda
Niesche, Richard
Title Productive engagements with student difference: Supporting equity through cultural recognition
Journal name British Educational Research Journal   Check publisher's open access policy
ISSN 0141-1926
Publication date 2012-04-01
Year available 2011
Sub-type Article (original research)
DOI 10.1080/01411926.2010.544713
Open Access Status Not Open Access
Volume 38
Issue 2
Start page 333
End page 348
Total pages 16
Place of publication Milton Park, Abingdon, Oxon, U.K.
Publisher Routledge
Language eng
Formatted abstract
In this paper, the focus is on how a group of Australian educators support student equity through cultural recognition. Young’s theorising of justice is drawn on to illuminate the problematic impacts arising from the group’s efforts to value students’ cultural difference associated, for example, with quantifying justice along distributive lines and with essentialising student difference as negation and lack within a frame of cultural imperialism. These theoretical tools draw attention to, and support a critical examination of, the social rules and relations within the school that create barriers to equity. Towards reconciling discrepancies relating to how student difference might best be supported, the paper endorses the prevailing imperative of centring students’ perspectives and experiences. Such centring remains crucial to educators recognising the partiality and interest within their attempts to ‘help’ marginalised students and disrupting the relations of teacher privilege and authority that reinscribe domination, control and exclusion.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ
Additional Notes iFirst Article - Available online: 17 Mar 2011.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Non HERDC
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 4 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 9 times in Scopus Article | Citations
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Created: Tue, 14 Jun 2011, 20:08:59 EST by Claire Backhouse on behalf of School of Education