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, Amanda orcid.org/0000-0001-6111-0615 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 1469-3518 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 http://hdl.handle.net/10536/DRO/DU:30087467 Document type: Journal Article Collections: Faculty of Arts and Education School of Education 2018 ERA Submission Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 13 Oct 2016, 14:22:37 EST Fri, 14 Oct 2016, 04:10:11 EST Fri, 14 Oct 2016, 07:23:09 EST Fri, 14 Oct 2016, 07:29:23 EST Wed, 21 Dec 2016, 15:50:31 EST Sat, 07 Jan 2017, 05:04:12 EST Tue, 10 Jan 2017, 14:25:53 EST Tue, 10 Jan 2017, 14:28:09 EST Filtered Full Citation counts:   Cited 12 times in TR Web of Science Cited 15 times in Scopus Search Google Scholar Access Statistics: 343 Abstract Views, 12 File Downloads  -  Detailed Statistics Created: Wed, 21 Dec 2016, 15:50:31 EST

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