Positioning refugee students as intellectual class members
Dooley, Karen T. (2011) Positioning refugee students as intellectual class members. In McCarthy, Florence & Vickers, Margaret (Eds.) Refugee and Immigrant Students : Achieving Equity in Education. Information Age Publishing, Charlotte, North Carolina. (In Press)
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This chapter looks at the 'smart links' and 'smart paths' created by some English as a second language (ESL) teachers to enable refugee students with little, no or severely interrupted schooling to participate in class after re-settlement in the West. Data are drawn from an interview study conducted in an intensive English language school for adolescents and three mainstream high schools. Findings show how teachers who rejected deficit discourses enabled student participation in the intellectual work of the classroom. The Bourdieusian concept of capital is used to describe teacher competence for diverse classrooms in a world of student mobility and unequal educational access.
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|Item Type:||Book Chapter|
|Keywords:||refugee education, middle school pedagogy, second language learners, student diversity, teacher cultural capital|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > LOTE ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2011 Information Age Publishing|
|Deposited On:||18 Nov 2010 08:16|
|Last Modified:||22 Feb 2013 07:55|
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