Productive engagements with student difference: supporting equity through cultural recognition

Keddie, Amanda and Niesche, Richard 2012, Productive engagements with student difference: supporting equity through cultural recognition, British educational research journal, vol. 38, no. 2, pp. 333-348, doi: 10.1080/01411926.2010.544713.

Attached Files
Name Description MIMEType Size Downloads

Title Productive engagements with student difference: supporting equity through cultural recognition
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda
Niesche, Richard
Journal name British educational research journal
Volume number 38
Issue number 2
Start page 333
End page 348
Total pages 16
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2012-04
ISSN 0141-1926
Summary In this paper, the focus is on how a group of Australian educators support student equity through cultural recognition. Young’s theorising of justice is drawn on to illuminate the problematic impacts arising from the group’s efforts to value students’ cultural difference associated, for example, with quantifying justice along distributive lines and with essentialising student difference as negation and lack within a frame of cultural imperialism. These theoretical tools draw attention to,and support a critical examination of, the social rules and relations within the school that create barriers to equity. Towards reconciling discrepancies relating to how student difference might best be supported, the paper endorses the prevailing imperative of centring students’ perspectives and experiences. Such centring remains crucial to educators recognising the partiality and interest within their attempts to ‘help’ marginalised students and disrupting the relations of teacher privilege and authority that reinscribe domination, control and exclusion.
DOI 10.1080/01411926.2010.544713
Field of Research 130302 Comparative and Cross-Cultural Education
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2012, British Educational Research Association
Persistent URL

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
2018 ERA Submission
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 12 times in TR Web of Science
Scopus Citation Count Cited 15 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 343 Abstract Views, 12 File Downloads  -  Detailed Statistics
Created: Wed, 21 Dec 2016, 15:50:31 EST

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