Narrative understandings of a school policy. Intersecting student, teacher, parent and administrator perspectives.

Autor/inn/en	Chan, Elaine; Ross, Vicki
Titel	Narrative understandings of a school policy. Intersecting student, teacher, parent and administrator perspectives.
Quelle	In: Journal of curriculum studies, 46 (2014) 5, S. 656-675Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2014.911352
Schlagwörter	Wissen; Qualitative Forschung; Umfrage; Schulpolitik; Schulpraxis; Lehrer; Schüler; Multikulturelle Erziehung; Curriculum; Minderheit
Abstract	In this article, we examine one school's experience with policy, as a means of shedding light on the intersection of factors contributing to challenges of implementing policies to support the academic achievement and social adaptation of immigrant and minority students in their school context. We begin with the presentation of a 'big fight' between two students of different ethnic and racial backgrounds, and consider multiple perspectives of how the disagreement was addressed by teachers and administrators, to offer insight into how issues of race and policy might have been understood by members of the school community. We use a narrative inquiry approach to examine ways in which a policy designed to enhance student participation was interpreted by various members of this school community. This study reveals nuances of the intersection between culture and (hidden) curriculum as it relates to the implementation of policies aimed at creating and maintaining safe school communities.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2015/1