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Critically interrogating classroom constructions of 'community' and 'difference' : a case study

Allard, Andrea and Cooper, Maxine 2001, Critically interrogating classroom constructions of 'community' and 'difference' : a case study, in AARE 2001 : crossing borders : new frontiers in educational research : Australian Association for Research in Education conference proceedings, AARE, Coldstream, Vic., pp. 1-4.

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Title Critically interrogating classroom constructions of 'community' and 'difference' : a case study
Author(s) Allard, Andrea
Cooper, Maxine
Conference name Australian Association for Research in Education. Conference (2001 : Fremantle, W.A.)
Conference location Fremantle, W.A.
Conference dates 2-6 December 2001
Title of proceedings AARE 2001 : crossing borders : new frontiers in educational research : Australian Association for Research in Education conference proceedings
Editor(s) Shilton, W.
Jeffrey, R.
Publication date 2001
Start page 1
End page 4
Publisher AARE
Place of publication Coldstream, Vic.
Summary Within educational literature, the concept of 'community' has been problematised over the last decade, particularly as regards how constructs of 'community' that aim to provide 'a sense of belonging… of collective concern for each individual' (Nodding 1996: 258) can also operate to exclude, devalue or homogenise diverse groups of students.

The tensions that exist between desirable features of a learning community that provides a sense of belonging and at the same time recognises and celebrates difference and diversity are suggested by Fines, et al (1997: 252) who argue that '(t)he process of sustaining a community must include a critical interrogation of difference as the rich substance of community life…'

This paper reports on an aspect of an empirical research project that examined relations of power between teachers and students as these operate through explicit processes used to create classroom communities. Through a case study of one composite grade primary classroom with children of diverse cultural heritage, we critically analyse constructs of 'community' in light of current literature on difference and diversity. Specifically we address the question: what pedagogical processes create a learning community where acceptance of difference is reworked to better address unequal relations of power?
Notes Reproduced with the specific permission of the copyright owner.
ISSN 1324-9339
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2001, Allard and Cooper
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30013705

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.