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Autor/inStylianou, Areti
TitelAbsenting the Absence(s) in the Education of Poor Minority Ethnic Students: A Critical Realist Framework
QuelleIn: International Journal of Inclusive Education, 21 (2017) 10, S.975-990 (16 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1360-3116
DOI10.1080/13603116.2017.1326178
SchlagwörterInclusion; Minority Group Students; Ethnic Groups; Qualitative Research; School Statistics; Data Analysis; Disadvantaged; Educational Resources; Access to Education; Resource Allocation; Semi Structured Interviews; Teacher Surveys; Needs Assessment; Student Needs; Poverty; Elementary Secondary Education; Foreign Countries; Cyprus
AbstractAbsences, in terms of lacks, are identified by researchers as explaining factors of failure in inclusive education, for example, the absence of minority ethnic students' native language from instruction. However, there is a lack of a clear framework against which to discuss issues of absence in the education of poor minority ethnic students. In this paper, I draw on the notion of "laminated systems" from Roy Bhaskar's critical realism philosophy, in order to provide a conceptual theoretical tool for identifying and addressing absences in the education of poor minority ethnic students in a more structured and conscious way. This is done by drawing on qualitative empirical data, collected from a school with a high concentration of poor minority ethnic students in Cyprus, as part of a PhD thesis. Findings illustrate that "absence(s) are interrelated and emergent features which occur in" different levels of reality. Absences need to be identified and decided a posteriori for each case, whereas mono-dimensional, non-specific or "one-size-fits-it-all" strategic actions should be avoided. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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