Speaking About Cultural Difference and School Disadvantage. An Interview Study of ‘Samoan’ Paraprofessionals in Designated Disadvantaged Secondary Schools in Australia
Singh, Parlo (2001) Speaking About Cultural Difference and School Disadvantage. An Interview Study of ‘Samoan’ Paraprofessionals in Designated Disadvantaged Secondary Schools in Australia. British Journal of Sociology of Education, 22(3), pp. 317-337.
This paper uses Bernstein’s theory of pedagogic discourse to examine interview accounts of educational disadvantage provided by Samoan community members engaged as paraprofessionals in secondary schools in the Australian state of Queensland. While the interview participants were asked a range of questions for an Australian Research Council funded project on the construction of Australian identities through language and literacy practices, the data extracted in this paper focuses only on those accounts that referred explicitly to pedagogic discourses and practices. In these accounts the Samoan paraprofessionals attributed educational disadvantage to: (a) the arbitrary organisation of students, knowledge and spaces in schooling institutions, and (b) differences between school and Samoan institutions. The principles of power and control generating the unequal selection, organisation and distribution of school knowledge are discussed in the light of empirical research utilising Bernstein’s theoretical work on the social re/production of disadvantage in and through schooling discourses and practices.
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|Item Type:||Journal Article|
|Keywords:||cultural identity, cultural difference, educational disadvantage, Samoan, paraprofessionals|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2001 Taylor & Francis|
|Copyright Statement:||First published in British Journal of Sociology of Education 22(3):pp. 317-337.|
|Deposited On:||21 Oct 2005|
|Last Modified:||09 Jun 2010 22:27|
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