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Autor/in | Stylianou, Areti |
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Titel | Absenting the Absence(s) in the Education of Poor Minority Ethnic Students: A Critical Realist Framework |
Quelle | In: International Journal of Inclusive Education, 21 (2017) 10, S.975-990 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-3116 |
DOI | 10.1080/13603116.2017.1326178 |
Schlagwörter | Inclusion; 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 |
Abstract | Absences, 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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |