Reconceptualising Equity: Pedagogy for Chinese Students in Australian Schools

Autor/in	Dooley, Karen
Titel	Reconceptualising Equity: Pedagogy for Chinese Students in Australian Schools
Quelle	In: Australian Educational Researcher, 30 (2003) 3, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Cultural Influences; Academic Achievement; Immigrants; Equal Education; High Achievement; Teaching Methods; Educational Policy; Thinking Skills; Rote Learning; Learning Strategies; Student Participation; Classroom Environment; Australia + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Schulleistung; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Denkfähigkeit; Mechanisches Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassenklima; Unterrichtsklima; Australien
Abstract	Education Queensland's New Basics project has extended conceptions of "equity" to incorporate dimensions such as higher order thinking and student control of classroom activity. This requires a critique of the outcomes attained by even high achieving students. It is therefore useful to interrogate professional discourses that shape pedagogies for particular groups of students. In this paper, discourses on "the Chinese learner" are reviewed. The review raises new issues of equity because Chinese students are often high achievers in Australian schools, but are frequently criticised for learning in ways that seem to fit uneasily with the types of pedagogy now valorised in Queensland. The paper concludes with a note of caution about the definition of high quality academic outcomes in the new policy, and the effects of a gap between understandings of equity and professional discourses and practice. (Contains 2 notes.) (Author).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au/aer/contents.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10