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Teacher narratives and curricular justice : a study of teachers' work in the disadvantaged schools' program in Victorian education

thesis
posted on 1996-01-01, 00:00 authored by Elizabeth J. (Elizabeth Joan) Murphy
Investigates teacher contributions to conversations about theory, policy and practice concerning poverty and education. The research examines patterns in teacher interpretive categories drawn from action research texts and associated documentation in the Disadvantaged School Program in Victoria over a twenty year period. Deals theoretically with the sociology of curricular theory, history and practice through the utilisation of feminist, postcolonial and poststructural approaches to society and culture.

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Pagination

xvi, 306 leaves, folded sheet in pocket ; 30 cm.

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thesis

Resource type

thesis

Language

eng

Notes

Thesis (Ph.D.)--Deakin University, Victoria, 1996.

Degree name

Ph.D.

Faculty

Faculty of Arts and Education

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