The disparity of access to suitable social services for people from culturally diverse background... more The disparity of access to suitable social services for people from culturally diverse backgrounds is receiving increased attention. Coproduction between service users and providers has the potential as an approach to improve the cultural responsiveness of social services. What remains unknown is how social service organizations can facilitate and support coproduction with people from culturally diverse backgrounds. This article examines how three disability support organizations in Australia worked with peer support groups run by people with disability and their families from Chinese background to improve the organizations' service provision. We collected qualitative data through observations of activities in the groups and semistructured interviews with group members and organization staff. We found that organizing peer support groups facilitated knowledge exchange between people from culturally diverse backgrounds and organizations to inform practice development. Five contributors to the knowledge exchange were as follows: (1) assigning staff responsibility for exchange and trust with the group; (2) encouraging the group to challenge practice and cultural norms; (3) identifying and supporting the capacity of peer facilitators; (4) fostering trust within the group; and (5) collaborating with other organizations. Cultural responsiveness means incorporating people's cultural preferences in support provision and addressing the negative influences of cultural norms on people.
Microfinance studies indicate the varied impacts of access to credit on women and suggest the nee... more Microfinance studies indicate the varied impacts of access to credit on women and suggest the need for programmes to address the diversity of women. An intersectional approach offers contextualised understanding of inequality for different women. This study investigated the provision of credit to women via the self-help group (SHG) model, implemented by a women's non-government organisation in Gujarat, India. Data were collected through semi-structured interviews, document analysis and non-participant observation. The programme's utilisation of an intersectional approach was associated with the generation of indepth knowledge on forms of oppression affecting different SHG women. Such knowledge was important for the incorporation of programme objectives and strategies which were responsive to the concerns and needs of different women in the programme. As such, programme agendas and priorities must be informed by the self-articulated concerns of women themselves, reaffirming the need for donors to support bottom-up approaches.
The vital role of parents in Indigenous children's education has long been recognised in the scho... more The vital role of parents in Indigenous children's education has long been recognised in the school system; however, there is still limited understanding of the complex challenges experienced by parents in their educational engagement. This systematic review synthesised evidence from 41 studies to provide an understanding of Indigenous parents' perceptions about their educational engagement and strategies used by schools to facilitate their engagement. By employing a qualitative thematic synthesis, we identified three main themes: (1) the self‐perceived roles of Indigenous parents; (2) factors that hinder educational engagement; and (3) strategies that can support Indigenous parents. The findings suggest that cultural issues greatly influence the way parents perceive their role and are at the root of the hindering factors and effective strategies for increasing parental engagement. Schools' personnel can create opportunities for authentic collaboration with parents by undertaking a comprehensive identification of impeding factors and employing a strength‐based framework that acknowledges the importance of integrating cultural aspects and culturally responsive approaches. Context and implications Rationale for this study Indigenous parental engagement in schools has continued to be a concern. Although such engagement is widely recognised as essential, fundamental enablers of parental engagement are not thoroughly examined. This study aimed to explore how home‐school relations could be established in ways that accommodate the preferences of Indigenous parents. Why do the new findings matter This study provides a comprehensive analysis of how home‐school partnerships could be undertaken to produce an authentic collaboration between schools and Indigenous parents. The findings contribute to the body of knowledge about the factors hindering Indigenous parental engagement and culturally responsive strategies to enhance it. Implications for practitioners and policy makers With the recognition of Indigenous cultures, schools can strengthen their genuine commitments to build an authentic and inclusive collaboration with Indigenous parents by empowering parents to engage in their children‘s education, building culturally responsive relationships with parents, and supporting the whole family and students‘ development. Moreover, policy makers might comprehensively investigate any culturally inappropriate and unsafe regulations in the existing policies and consider holistic programmes that are more culturally responsive.
Educational Assessment, Evaulation and Accountability, 2022
Although there has been intense criticism of NAPLAN in educational policy debates in Australia, l... more Although there has been intense criticism of NAPLAN in educational policy debates in Australia, little scholarly efforts have been made to understand the underlying cognitive mechanisms that contribute to the public narrative about the national testing program. We aim to provide tentative evidence about the way public perceptions about NAPLAN may be formed. Our results show empirical support for the incentive, interpretative, and institutional effects, which suggest ways that national testing program can be improved. That is, it needs to (a) provide a diverse range of incentives to promote people's self-interest (incentive effect); (b) demonstrate good alignment with the core values, social norms, and attitudes of the given society (interpretative effect); and (c) build a consensus about the institutional use of the test results (institutional effect). We conclude with practical implications and recommendations about seeking public support for the seemingly unpopular national educational policy.
Technological advances have the potential to support educational partnerships between schools and... more Technological advances have the potential to support educational partnerships between schools and parents. While the positive benefits of technology for these partnerships have been reported in the literature, there is still incomprehension about how to best use this technology to meet the needs of Indigenous parents. Given the intergenerational impacts of colonisation, socioeconomic stress, structural barriers in schooling, and other critical challenges experienced by Indigenous parents, the use of technology as a tool for partnering with Indigenous parents requires careful consideration of their experiences. Therefore, the aim of this narrative review was to describe key attributes of the use of technology in home-school partnerships with Indigenous parents. Findings revealed that technology integration was beneficial to increasing Indigenous parental engagement, as it was connected to the wellbeing and future of Indigenous young generations. However, it could also exacerbate divide, raise cultural tensions, and bring undesirable consequences. Therefore, as a practical implication, schools should embed culturally appropriate approaches when adopting technology in their partnerships with Indigenous parents.
In this study, we investigated people's perceptions about the causes (i.e. attributions) of under... more In this study, we investigated people's perceptions about the causes (i.e. attributions) of underachievement among students experiencing socioeconomic disadvantage and their support for public assistance to those students. Results of an online survey conducted with Australian adults (N = 1999) revealed that people preferred societal attributions to individual attributions for underachievement among those students. The respondents' attributions, particularly societal attributions, significantly predicted their support for public assistance to students and schools in need. There were statistically significant differences between people with conservative and progressive political views in their attributions and support for public assistance. However, after taking people's attributions into account, their political views add little to the prediction of their support for public assistance. These findings have implications for the promotion of equity-oriented educational policies.
In Australia, it has been well documented that the leading preventable cause of nongenetic neurod... more In Australia, it has been well documented that the leading preventable cause of nongenetic neurodevelopmental disability (NDD) is Fetal Alcohol Spectrum Disorder (FASD). This review explores literature informing Australian social work in the context of FASD. It highlights the need for increased social work research to inform evidence-based practice (EBP) in FASD diagnosis and management using the biopsychosocial-spiritual-cultural (BPSSC) framework. Social workers are often first to identify children's emotional, behavioural, and learning difficulties that may be a characteristic of FASD. Nonetheless, there is limited knowledge and understanding about how social workers in Australia address FASD. We argue that research about FASD and social work practice can improve social workers’ understanding of the BPSSC characteristics and management of FASD across the life course and contribute to EBP development in these areas in Australian social work. • IMPLICATIONS • Social workers have an emerging role in the holistic assessment, diagnosis, and management of FASD in Australia. • Social workers are well placed in being first to recognise and identify an individual’s emotional, behavioural, sociocultural, and learning difficulties that are characteristics of FASD. • Social workers can contribute to ongoing care in a tailored FASD management plan that links the caregivers to appropriate local community resources, service provision, and disability supports.
International Journal of Public Opinion Research, 2023
Neoliberal educational reforms that emphasise market-based competition and individual responsibil... more Neoliberal educational reforms that emphasise market-based competition and individual responsibility have exacerbated socioeconomic segregation in the Australian school system, thereby putting underprivileged students at a greater disadvantage. This necessitates a renewed focus on educational equity. As the public’s policy preferences are important in policymaking, it is essential to understand the factors that contribute to the public’s attitudes towards equity-oriented educational policies. In this study, we investigated beliefs about collective responsibility as a contributing factor. An online survey of adults (N = 1,999) conducted in the most populous state in Australia revealed that people’s beliefs about collective responsibility for socioeconomic achievement gaps positively predicted their support for public assistance to students and schools in need. Furthermore, people’s appraisals of educational equity positively predicted their support for public assistance, partly due to its positive effects on those beliefs about collective responsibility. These results provide insight into ways to shape the public’s attitudes towards equity-oriented educational policies.
The Australian education system features considerable socioeconomic inequality and is a frequent ... more The Australian education system features considerable socioeconomic inequality and is a frequent source of controversy in Australian public life. Yet meaningful reform to this system has proven elusive. In this article, we examine the public's fairness perceptions of educational inequality based on parental financial capacity, using an online survey of adults (N = 1,999) from New South Wales, Australia. We asked about the fairness of inequality in school resources and education quality, and used a scenario in which students from high-income and low-income families had achievement gaps due to differences in educational experiences. Respondents had diverse perceptions about the fairness of educational inequality, but most perceived the scenario as unfair or very unfair. The partial proportional odds models showed that self-interest and neoliberal orientations predicted people's fairness perceptions of educational inequality. The findings of this study have implications for achieving meaningful reform of the Australian education system that is in line with public opinion.
International Journal of Intercultural Relations, 2023
Interacting with Indigenous parents effectively can be a challenge for primary school teachers, r... more Interacting with Indigenous parents effectively can be a challenge for primary school teachers, regardless of their teaching experience. Unfortunately, within schools in post-colonial countries, teachers often perceive that this challenge exists because Indigenous parents are hard-to-reach or unresponsive to their children's educational needs. With the intention of dismantling these destructive colonial views towards Indigenous groups, this phenomenological study explored how 22 Indigenous West Papuan parents perceived their roles in their children's education and how these parents and 8 teachers discursively established their own versions of parent-teacher collaboration. Parents in this study believed that their role is critical for their children's educational success. Two types of parent-teacher collaboration were identified: transactional and culturally responsive. Although both parents and teachers understood the importance of their collaboration, this did not necessarily result in effective collaboration. Some parents reported that their collaboration with teachers was hindered by teachers' lack of understanding of the impact of discriminatory treatment, colonisation, and erosion of Indigenous culture on their communities and the implications of teachers' attitudes towards pedagogical practices. Further implications for practice are also discussed.
The momentum of the decolonising education movement has led many scholars to rethink the ongoing ... more The momentum of the decolonising education movement has led many scholars to rethink the ongoing impacts of colonialism on Indigenous peoples and generate catalysts for change. Using the decolonisation lens, the aim of this phenomenological study was to investigate the barriers, outcomes, and enablers of effective collaboration between West Papuan parents and teachers. Results suggested that although they encountered many obstacles, both groups of participants still believed in the possibility of establishing sustainable, culturally responsive home-school partnerships. In addition, when teachers embraced West Papuan culture in homeschool partnerships, it increased their professional skills, parents’ agency, and self-efficacy, which in turn, enhanced children’s learning outcomes and strengthened children’s Indigenous identity. We offer a culturally responsive home-school partnership framework, developed from the bottom-up narratives of teachers and parents. The framework centres on three key strategies: culturally responsive communication, decolonising pedagogical practices, and emancipatory support.
Income-based educational inequality is a global issue. In Australia, schools in the relatively la... more Income-based educational inequality is a global issue. In Australia, schools in the relatively large private sector charge a range of fees, with public schools also exhibiting considerable income differences. Using a nationally representative sample in the Australian Survey of Social Attitudes, we examined the public's fairness perceptions of income-based educational inequality and how their fairness perceptions are related to self-interest (particularly regarding social class) and ideological orientations. We found that people hold diverse views about the fairness of income-based educational inequality and that the number of people who perceived it as unfair was almost double the number of those who perceived it as fair. Respondents categorised as upper/upper-middle- class were, however, more likely to perceive income-based educational inequality as fair, while agreement with government responsibility for economic well-being was associated with a negative view of income-based educational inequality. Implications of these findings for the promotion of socially just and equitable education are discussed.
Journal of University Teaching and Learning Practice, 2021
While embedding Academic Language and Literacies (ALL) instruction in discipline-specific courses... more While embedding Academic Language and Literacies (ALL) instruction in discipline-specific courses is known to be effective, it is difficult to enact across the siloed university. Moreover, the move to online/ remote delivery during COVID-19 has necessitated greater focus on the development of online supports. This article reports on an effort to embed digital ALL support in a mandatory social research methods course, which we argue is particularly suited to academic literacies instruction. A series of digital videos were created to complement a literature review assignment, and were evaluated using video analytics, end-of-course student surveys, and individual interviews with tutors. Quantitative analysis of viewing patterns demonstrated that the majority of students accessed the videos multiple times, while qualitative data suggest that students generally had positive responses to the videos. However, thematic analysis of interviews with tutors showed that while they considered the...
Sardoč, Mitja. The Palgrave Handbook of Toleration. Cham: Springer International Publishing., 2022
We explore Rainer Forst's justification-centric view of non-domination toleration. This view plac... more We explore Rainer Forst's justification-centric view of non-domination toleration. This view places an idea of equal respect and a corresponding requirement of reciprocal and general justification at the core of non-domination toleration. We reconstruct this view, and argue for two things. First, even if this idea of equal respect requires the limits of non-domination toleration to be drawn in a manner that is equally justifiable to all affected people, equal justifiability should not be understood in terms of Forst's requirement of reciprocal and general acceptability. Second, we consider the idea of discursive equality that underpins this view of non-domination toleration. For the equal justifiability of relevant constraints to ensure non-domination outcomes, we argue, discursive equality must be understood in substantive, suitably purchase-sensitive terms. This means that a justification-centric view of non-domination toleration stands or falls with the participation value of what it regards as the standards of justification. This places deep and reasonably contested matters of value at the heart of such views.
The concept of toleration is largely absent in social work discourse. Toleration has been a promi... more The concept of toleration is largely absent in social work discourse. Toleration has been a prominent concept in multiculturalism, and it is important for social workers to understand toleration and to critically reflect on its positive and negative potential in social work. Toleration is inseparable from power relations and its effects are context dependent. There are various types of toleration and some types of toleration can be an expression of respect and recognition. However, the power asymmetries present in social work can implicate even respect-based toleration in systems of control and oppression. This calls for social workers’ ability to critically reflect on power relations that set the context of toleration in social work. The objection and acceptance components of toleration involve an assessment of clients or something about them against standards. Thus, social workers are recommended to critically examine whether their assessments entailed in toleration are ill-based, reflect systemic misrecognition, or fail to duly respect clients. Not least, social workers have reasons to examine the effects of communicating their toleration to clients, and to use the term ‘toleration’ in a context-sensitive, effects-aware manner.
The disparity of access to suitable social services for people from culturally diverse background... more The disparity of access to suitable social services for people from culturally diverse backgrounds is receiving increased attention. Coproduction between service users and providers has the potential as an approach to improve the cultural responsiveness of social services. What remains unknown is how social service organizations can facilitate and support coproduction with people from culturally diverse backgrounds. This article examines how three disability support organizations in Australia worked with peer support groups run by people with disability and their families from Chinese background to improve the organizations' service provision. We collected qualitative data through observations of activities in the groups and semistructured interviews with group members and organization staff. We found that organizing peer support groups facilitated knowledge exchange between people from culturally diverse backgrounds and organizations to inform practice development. Five contributors to the knowledge exchange were as follows: (1) assigning staff responsibility for exchange and trust with the group; (2) encouraging the group to challenge practice and cultural norms; (3) identifying and supporting the capacity of peer facilitators; (4) fostering trust within the group; and (5) collaborating with other organizations. Cultural responsiveness means incorporating people's cultural preferences in support provision and addressing the negative influences of cultural norms on people.
Microfinance studies indicate the varied impacts of access to credit on women and suggest the nee... more Microfinance studies indicate the varied impacts of access to credit on women and suggest the need for programmes to address the diversity of women. An intersectional approach offers contextualised understanding of inequality for different women. This study investigated the provision of credit to women via the self-help group (SHG) model, implemented by a women's non-government organisation in Gujarat, India. Data were collected through semi-structured interviews, document analysis and non-participant observation. The programme's utilisation of an intersectional approach was associated with the generation of indepth knowledge on forms of oppression affecting different SHG women. Such knowledge was important for the incorporation of programme objectives and strategies which were responsive to the concerns and needs of different women in the programme. As such, programme agendas and priorities must be informed by the self-articulated concerns of women themselves, reaffirming the need for donors to support bottom-up approaches.
The vital role of parents in Indigenous children's education has long been recognised in the scho... more The vital role of parents in Indigenous children's education has long been recognised in the school system; however, there is still limited understanding of the complex challenges experienced by parents in their educational engagement. This systematic review synthesised evidence from 41 studies to provide an understanding of Indigenous parents' perceptions about their educational engagement and strategies used by schools to facilitate their engagement. By employing a qualitative thematic synthesis, we identified three main themes: (1) the self‐perceived roles of Indigenous parents; (2) factors that hinder educational engagement; and (3) strategies that can support Indigenous parents. The findings suggest that cultural issues greatly influence the way parents perceive their role and are at the root of the hindering factors and effective strategies for increasing parental engagement. Schools' personnel can create opportunities for authentic collaboration with parents by undertaking a comprehensive identification of impeding factors and employing a strength‐based framework that acknowledges the importance of integrating cultural aspects and culturally responsive approaches. Context and implications Rationale for this study Indigenous parental engagement in schools has continued to be a concern. Although such engagement is widely recognised as essential, fundamental enablers of parental engagement are not thoroughly examined. This study aimed to explore how home‐school relations could be established in ways that accommodate the preferences of Indigenous parents. Why do the new findings matter This study provides a comprehensive analysis of how home‐school partnerships could be undertaken to produce an authentic collaboration between schools and Indigenous parents. The findings contribute to the body of knowledge about the factors hindering Indigenous parental engagement and culturally responsive strategies to enhance it. Implications for practitioners and policy makers With the recognition of Indigenous cultures, schools can strengthen their genuine commitments to build an authentic and inclusive collaboration with Indigenous parents by empowering parents to engage in their children‘s education, building culturally responsive relationships with parents, and supporting the whole family and students‘ development. Moreover, policy makers might comprehensively investigate any culturally inappropriate and unsafe regulations in the existing policies and consider holistic programmes that are more culturally responsive.
Educational Assessment, Evaulation and Accountability, 2022
Although there has been intense criticism of NAPLAN in educational policy debates in Australia, l... more Although there has been intense criticism of NAPLAN in educational policy debates in Australia, little scholarly efforts have been made to understand the underlying cognitive mechanisms that contribute to the public narrative about the national testing program. We aim to provide tentative evidence about the way public perceptions about NAPLAN may be formed. Our results show empirical support for the incentive, interpretative, and institutional effects, which suggest ways that national testing program can be improved. That is, it needs to (a) provide a diverse range of incentives to promote people's self-interest (incentive effect); (b) demonstrate good alignment with the core values, social norms, and attitudes of the given society (interpretative effect); and (c) build a consensus about the institutional use of the test results (institutional effect). We conclude with practical implications and recommendations about seeking public support for the seemingly unpopular national educational policy.
Technological advances have the potential to support educational partnerships between schools and... more Technological advances have the potential to support educational partnerships between schools and parents. While the positive benefits of technology for these partnerships have been reported in the literature, there is still incomprehension about how to best use this technology to meet the needs of Indigenous parents. Given the intergenerational impacts of colonisation, socioeconomic stress, structural barriers in schooling, and other critical challenges experienced by Indigenous parents, the use of technology as a tool for partnering with Indigenous parents requires careful consideration of their experiences. Therefore, the aim of this narrative review was to describe key attributes of the use of technology in home-school partnerships with Indigenous parents. Findings revealed that technology integration was beneficial to increasing Indigenous parental engagement, as it was connected to the wellbeing and future of Indigenous young generations. However, it could also exacerbate divide, raise cultural tensions, and bring undesirable consequences. Therefore, as a practical implication, schools should embed culturally appropriate approaches when adopting technology in their partnerships with Indigenous parents.
In this study, we investigated people's perceptions about the causes (i.e. attributions) of under... more In this study, we investigated people's perceptions about the causes (i.e. attributions) of underachievement among students experiencing socioeconomic disadvantage and their support for public assistance to those students. Results of an online survey conducted with Australian adults (N = 1999) revealed that people preferred societal attributions to individual attributions for underachievement among those students. The respondents' attributions, particularly societal attributions, significantly predicted their support for public assistance to students and schools in need. There were statistically significant differences between people with conservative and progressive political views in their attributions and support for public assistance. However, after taking people's attributions into account, their political views add little to the prediction of their support for public assistance. These findings have implications for the promotion of equity-oriented educational policies.
In Australia, it has been well documented that the leading preventable cause of nongenetic neurod... more In Australia, it has been well documented that the leading preventable cause of nongenetic neurodevelopmental disability (NDD) is Fetal Alcohol Spectrum Disorder (FASD). This review explores literature informing Australian social work in the context of FASD. It highlights the need for increased social work research to inform evidence-based practice (EBP) in FASD diagnosis and management using the biopsychosocial-spiritual-cultural (BPSSC) framework. Social workers are often first to identify children's emotional, behavioural, and learning difficulties that may be a characteristic of FASD. Nonetheless, there is limited knowledge and understanding about how social workers in Australia address FASD. We argue that research about FASD and social work practice can improve social workers’ understanding of the BPSSC characteristics and management of FASD across the life course and contribute to EBP development in these areas in Australian social work. • IMPLICATIONS • Social workers have an emerging role in the holistic assessment, diagnosis, and management of FASD in Australia. • Social workers are well placed in being first to recognise and identify an individual’s emotional, behavioural, sociocultural, and learning difficulties that are characteristics of FASD. • Social workers can contribute to ongoing care in a tailored FASD management plan that links the caregivers to appropriate local community resources, service provision, and disability supports.
International Journal of Public Opinion Research, 2023
Neoliberal educational reforms that emphasise market-based competition and individual responsibil... more Neoliberal educational reforms that emphasise market-based competition and individual responsibility have exacerbated socioeconomic segregation in the Australian school system, thereby putting underprivileged students at a greater disadvantage. This necessitates a renewed focus on educational equity. As the public’s policy preferences are important in policymaking, it is essential to understand the factors that contribute to the public’s attitudes towards equity-oriented educational policies. In this study, we investigated beliefs about collective responsibility as a contributing factor. An online survey of adults (N = 1,999) conducted in the most populous state in Australia revealed that people’s beliefs about collective responsibility for socioeconomic achievement gaps positively predicted their support for public assistance to students and schools in need. Furthermore, people’s appraisals of educational equity positively predicted their support for public assistance, partly due to its positive effects on those beliefs about collective responsibility. These results provide insight into ways to shape the public’s attitudes towards equity-oriented educational policies.
The Australian education system features considerable socioeconomic inequality and is a frequent ... more The Australian education system features considerable socioeconomic inequality and is a frequent source of controversy in Australian public life. Yet meaningful reform to this system has proven elusive. In this article, we examine the public's fairness perceptions of educational inequality based on parental financial capacity, using an online survey of adults (N = 1,999) from New South Wales, Australia. We asked about the fairness of inequality in school resources and education quality, and used a scenario in which students from high-income and low-income families had achievement gaps due to differences in educational experiences. Respondents had diverse perceptions about the fairness of educational inequality, but most perceived the scenario as unfair or very unfair. The partial proportional odds models showed that self-interest and neoliberal orientations predicted people's fairness perceptions of educational inequality. The findings of this study have implications for achieving meaningful reform of the Australian education system that is in line with public opinion.
International Journal of Intercultural Relations, 2023
Interacting with Indigenous parents effectively can be a challenge for primary school teachers, r... more Interacting with Indigenous parents effectively can be a challenge for primary school teachers, regardless of their teaching experience. Unfortunately, within schools in post-colonial countries, teachers often perceive that this challenge exists because Indigenous parents are hard-to-reach or unresponsive to their children's educational needs. With the intention of dismantling these destructive colonial views towards Indigenous groups, this phenomenological study explored how 22 Indigenous West Papuan parents perceived their roles in their children's education and how these parents and 8 teachers discursively established their own versions of parent-teacher collaboration. Parents in this study believed that their role is critical for their children's educational success. Two types of parent-teacher collaboration were identified: transactional and culturally responsive. Although both parents and teachers understood the importance of their collaboration, this did not necessarily result in effective collaboration. Some parents reported that their collaboration with teachers was hindered by teachers' lack of understanding of the impact of discriminatory treatment, colonisation, and erosion of Indigenous culture on their communities and the implications of teachers' attitudes towards pedagogical practices. Further implications for practice are also discussed.
The momentum of the decolonising education movement has led many scholars to rethink the ongoing ... more The momentum of the decolonising education movement has led many scholars to rethink the ongoing impacts of colonialism on Indigenous peoples and generate catalysts for change. Using the decolonisation lens, the aim of this phenomenological study was to investigate the barriers, outcomes, and enablers of effective collaboration between West Papuan parents and teachers. Results suggested that although they encountered many obstacles, both groups of participants still believed in the possibility of establishing sustainable, culturally responsive home-school partnerships. In addition, when teachers embraced West Papuan culture in homeschool partnerships, it increased their professional skills, parents’ agency, and self-efficacy, which in turn, enhanced children’s learning outcomes and strengthened children’s Indigenous identity. We offer a culturally responsive home-school partnership framework, developed from the bottom-up narratives of teachers and parents. The framework centres on three key strategies: culturally responsive communication, decolonising pedagogical practices, and emancipatory support.
Income-based educational inequality is a global issue. In Australia, schools in the relatively la... more Income-based educational inequality is a global issue. In Australia, schools in the relatively large private sector charge a range of fees, with public schools also exhibiting considerable income differences. Using a nationally representative sample in the Australian Survey of Social Attitudes, we examined the public's fairness perceptions of income-based educational inequality and how their fairness perceptions are related to self-interest (particularly regarding social class) and ideological orientations. We found that people hold diverse views about the fairness of income-based educational inequality and that the number of people who perceived it as unfair was almost double the number of those who perceived it as fair. Respondents categorised as upper/upper-middle- class were, however, more likely to perceive income-based educational inequality as fair, while agreement with government responsibility for economic well-being was associated with a negative view of income-based educational inequality. Implications of these findings for the promotion of socially just and equitable education are discussed.
Journal of University Teaching and Learning Practice, 2021
While embedding Academic Language and Literacies (ALL) instruction in discipline-specific courses... more While embedding Academic Language and Literacies (ALL) instruction in discipline-specific courses is known to be effective, it is difficult to enact across the siloed university. Moreover, the move to online/ remote delivery during COVID-19 has necessitated greater focus on the development of online supports. This article reports on an effort to embed digital ALL support in a mandatory social research methods course, which we argue is particularly suited to academic literacies instruction. A series of digital videos were created to complement a literature review assignment, and were evaluated using video analytics, end-of-course student surveys, and individual interviews with tutors. Quantitative analysis of viewing patterns demonstrated that the majority of students accessed the videos multiple times, while qualitative data suggest that students generally had positive responses to the videos. However, thematic analysis of interviews with tutors showed that while they considered the...
Sardoč, Mitja. The Palgrave Handbook of Toleration. Cham: Springer International Publishing., 2022
We explore Rainer Forst's justification-centric view of non-domination toleration. This view plac... more We explore Rainer Forst's justification-centric view of non-domination toleration. This view places an idea of equal respect and a corresponding requirement of reciprocal and general justification at the core of non-domination toleration. We reconstruct this view, and argue for two things. First, even if this idea of equal respect requires the limits of non-domination toleration to be drawn in a manner that is equally justifiable to all affected people, equal justifiability should not be understood in terms of Forst's requirement of reciprocal and general acceptability. Second, we consider the idea of discursive equality that underpins this view of non-domination toleration. For the equal justifiability of relevant constraints to ensure non-domination outcomes, we argue, discursive equality must be understood in substantive, suitably purchase-sensitive terms. This means that a justification-centric view of non-domination toleration stands or falls with the participation value of what it regards as the standards of justification. This places deep and reasonably contested matters of value at the heart of such views.
The concept of toleration is largely absent in social work discourse. Toleration has been a promi... more The concept of toleration is largely absent in social work discourse. Toleration has been a prominent concept in multiculturalism, and it is important for social workers to understand toleration and to critically reflect on its positive and negative potential in social work. Toleration is inseparable from power relations and its effects are context dependent. There are various types of toleration and some types of toleration can be an expression of respect and recognition. However, the power asymmetries present in social work can implicate even respect-based toleration in systems of control and oppression. This calls for social workers’ ability to critically reflect on power relations that set the context of toleration in social work. The objection and acceptance components of toleration involve an assessment of clients or something about them against standards. Thus, social workers are recommended to critically examine whether their assessments entailed in toleration are ill-based, reflect systemic misrecognition, or fail to duly respect clients. Not least, social workers have reasons to examine the effects of communicating their toleration to clients, and to use the term ‘toleration’ in a context-sensitive, effects-aware manner.
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Papers by Jung-Sook Lee
nationally representative sample in the Australian Survey of Social Attitudes, we examined the public's fairness perceptions of income-based
educational inequality and how their fairness perceptions are related
to self-interest (particularly regarding social class) and ideological orientations. We found that people hold diverse views about the fairness of income-based educational inequality and that the number of people who perceived it as unfair was almost double the number of those who perceived it as fair. Respondents categorised as upper/upper-middle-
class were, however, more likely to perceive income-based educational inequality as fair, while agreement with government responsibility for economic well-being was associated with a negative view of income-based educational inequality. Implications of these findings for the promotion of socially just and equitable education are discussed.
nationally representative sample in the Australian Survey of Social Attitudes, we examined the public's fairness perceptions of income-based
educational inequality and how their fairness perceptions are related
to self-interest (particularly regarding social class) and ideological orientations. We found that people hold diverse views about the fairness of income-based educational inequality and that the number of people who perceived it as unfair was almost double the number of those who perceived it as fair. Respondents categorised as upper/upper-middle-
class were, however, more likely to perceive income-based educational inequality as fair, while agreement with government responsibility for economic well-being was associated with a negative view of income-based educational inequality. Implications of these findings for the promotion of socially just and equitable education are discussed.