[Critical Analysis of Paulo Freire and Michele Foucault theories in relation to Northern Territory Education]. Can the Pedagogy of the Oppressed help NT enrolment rates?
All communities of refugee backgrounds should feel supported by the state and the majority and have the power to strive for a better quality of life, while still being able to proudly proclaim their own culture in formal schooling.... more
All communities of refugee backgrounds should feel supported by the state and the majority and have the power to strive for a better quality of life, while still being able to proudly proclaim their own culture in formal schooling. Culturally inclusive schools appreciate diversity, perceive it as a natural part of modern society, and encourage all individuals regardless of their cultural background, race, ethnicity, religion, beliefs, gender, or language. This study is a theoretical introduction to the pilot project concerning the expectations and experiences of parents with refugee backgrounds in the context of early learning for their children in Australia. We look at diversity and the successful inclusion of children from refugee backgrounds and families into formal schooling by creating culturally inclusive, safe and supportive learning environments.
Through a critical examination of the relationship between ethnicity and learning dispositions, Watkins and Noble’s Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus provides insightful accounts on factors that affect... more
Through a critical examination of the relationship between ethnicity and learning dispositions, Watkins and Noble’s Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus provides insightful accounts on factors that affect educational achievement. The book sheds light on the complex social practices that produce differences in dispositions to learning, and challenges the simplistic assumption underpinning popular myths, statistical correlations and learning style research regarding the relationship between ethnic background and educational performance. The central argument of the book is that educational performance is influenced not by innate qualities associated with specific ethnic backgrounds but capacities developed through social practices enacted both at home and school.
All communities of refugee backgrounds should feel supported by the state and the majority, and have the power to strive for a better quality of life, while still being able to proudly proclaim their own culture in formal schooling.... more
All communities of refugee backgrounds should feel supported by the state and the majority, and have the power to strive for a better quality of life, while still being able to proudly proclaim their own culture in formal schooling. Culturally inclusive schools appreciate diversity, perceive it as a natural part of a modern society, and encourage all individuals regardless of their cultural background, race, ethnicity, religion, beliefs, gender, or language. This study is a theoretical introduction to the pilot project concerning the expectations and experiences of parents with refugee backgrounds in the context of early learning for their children in Australia. We look at diversity and the successful inclusion of children from refugee backgrounds families into formal schooling by creating culturally inclusive, safe and supportive learning environments. Keywords: Cultural Inclusion. Diversity. Inclusion. Formal Schooling. Refugees. Refugee Backgrounds People. Australian Education. C...
