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Refugee education and justice issues of representation, redistribution and recognition

journal contribution
posted on 2012-01-01, 00:00 authored by Amanda KeddieAmanda Keddie
This paper examines justice issues of representation, redistribution and recognition within a specialised secondary school for immigrant and refugee students in Queensland, Australia. Fraser’s three-dimensional model of justice – towards the ideal of ‘participatory parity’ – is drawn on to analyse interview data gathered from a study that sought to identify productive approaches to addressing cultural diversity. Through these lenses, injustices created by mainstream/dominant discourses within and beyond the school are highlighted. The paper details the school’s efforts to support greater equity for these students through educator advocacy, critically reflective practice and a centring of students’ perspectives. The significance of educators identifying and challenging the limits and exclusions of these discourses to support these efforts is highlighted. Fraser’s theorising is presented as useful in capturing, understanding and addressing justice and marginality in schools amid the broader social context where matters of justice are characterised by uncertainty, complexity and contention.

History

Journal

Cambridge journal of education

Volume

42

Pagination

197-212

Location

Abingdon, Eng.

ISSN

0305-764X

eISSN

1469-3577

Language

eng

Publication classification

C Journal article, C1.1 Refereed article in a scholarly journal

Copyright notice

2012, University of Cambridge, Faculty of Education

Issue

2

Publisher

Taylor & Francis