Student success and failure : as a matter of fact or just how they are portrayed?

Gale, Trevor and Densmore, Kathleen 2002, Student success and failure : as a matter of fact or just how they are portrayed?, Asia-Pacific journal of teacher education, vol. 30, no. 1, pp. 7-23, doi: 10.1080/13598660120114940.

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Title Student success and failure : as a matter of fact or just how they are portrayed?
Author(s) Gale, TrevorORCID iD for Gale, Trevor
Densmore, Kathleen
Journal name Asia-Pacific journal of teacher education
Volume number 30
Issue number 1
Start page 7
End page 23
Total pages 17
Publisher Routledge
Place of publication Melbourne, Vic.
Publication date 2002
ISSN 1359-866X
Keyword(s) success
primary schools
secondary schools
student diversity
academic performance
Summary This paper introduces and analyses three broad discourses of academic achievement and failure, specifically those that speak of students' deficits, disadvantages and differences. It draws on interview data collected from teachers working in Australian primary (elementary) and secondary (high) schools and on academic literature that speaks to the field. The paper argues that 'deficit', 'disadvantage' and 'difference' represent discourses of considerable influence in determining how teachers, students and parents define what constitutes success or failure in schools, which respective approaches educators employ, and the beliefs we hold about students who fail and those who succeed. In this respect, the paper is concerned with matters of inclusion and exclusion in schooling. In particular, we seek to tease out the stories that these discourses tell about student diversity, as a way of unmasking how students are differently represented and how these representations serve to include some and exclude others from the benefits of schooling and society more broadly.
Language eng
DOI 10.1080/13598660120114940
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2002, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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