Powering a curriculum for all : a critical ethnographic study of inclusive education
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Jennifer Duke Thesis
(PDF 14MB)
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Description
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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| ID Code: | 75651 |
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| 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: | Past > QUT Faculties & Divisions > Faculty of Education Past > Research Centres > Office of Education Research |
| Institution: | Queensland University of Technology |
| Deposited On: | 18 Sep 2014 06:51 |
| Last Modified: | 03 Nov 2018 04:51 |
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