Powering a curriculum for all : a critical ethnographic study of inclusive education

Duke, Jennifer Kay (2014) Powering a curriculum for all : a critical ethnographic study of inclusive education. PhD thesis, Queensland University of Technology.

Abstract

This project makes a contribution to knowledge about the successful leadership practices that enhance education for young people with a disability in a Queensland Secondary School. The project used a critical ethnographic approach with a variety of data collection methods and analysis. For example, the use of work diaries, semi-structured interviews, document analysis and observation. These leadership practices were found to be relevant to the development of inclusive schools for all learners.The most powerful leadership practices found were those used by the leader to challenge, interupt and replace exsisting discourse and processes that led to exclusion of students with a disability.

Impact and interest:

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278 since deposited on 18 Sep 2014
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ID Code: 75651
Item Type: QUT Thesis (PhD)
Supervisor: Carrington, Suzanne, Crosswell, Leanne, & Mills, Kathy
Keywords: Inclusive education, leadership, disability, critical ethnography, cultural circuits model, pragmatic horizon analysis, curriculum
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Institution: Queensland University of Technology
Deposited On: 18 Sep 2014 06:51
Last Modified: 03 Sep 2015 06:06

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