This volume examines the ways schools respond to cultural and linguistic diversity. A richness of accumulated experience is portrayed in this study of six Australian secondary schools; partial success, near success or instructive failure as the culture of the school itself was transformed in an attempt to meet the educational needs of its students. Set in the context of a general historical background to the development of multicultural education in Australia, a theoretical framework is developed with which to analyze the move from the traditional curriculum of cultural assimilation to the progressivist curriculum of cultural pluralism. The book analyzes the limitations of the progressivist model of multicultural education and suggests a new ‘post-progressivist’ model, in evidence already in an incipient and as yet tentative ‘self-corrective’ trend in the case-study schools.
In the UK, as in NZ, the metaphors of management and the market place have readily been applied to education. ... enter as radical educational solutions which privilege themarket as thenatural saviour of our economies and moral welfare.
No sooner had it found its way back into official discourse, however, than the 1988 FitzGerald Report on Australia's immigration policy set back the word's progress once again.22 This report was not only anti-multicultural at the level ...
The concept of 'negotiation' derives from the work of Strauss and his colleagues on the social relationships of psychiatric hospitals (Strauss et al. 1964). Their analysis includes these various elements of different cultures, ...
3) and in the organization of English education. ... this failure has been the problem of finding a credible way of supporting institutions and practices which critical theorists and the radical Left have condemned in the recent past.
The book thus spans the gap in educational thinking between work with a firm empirical base and specifically theoretical studies.
The problem with such outlines of the development of the sociology of education is quite simply that they do not cover the majority of research and publications in what most people would accept as the sociology of education.
The subject matter of this book – what happens in schools, the effects of curriculum change, the reasons why some children are successful and others are not – explains just why the sociology of education is one of the most important ...
London: Edward Arnold. 23,149 Crystal, D. (1980) Introduction to Language Pathology. London: Edward Arnold. 12 Delamont, S. (1976, revised ed. 1983) Interaction in the Classroom. London: Methuen. 92, 93,124,150 Delamont, S. (1983) ...
The Nottingham bilateral schools are secondary modern schools which in the survey period drew a second selective entry of 15 per cent of the age cohort in all ... Armstrong and M. Young, New Look at Comprehensive Schools (London, 1964).
Its more elaborate development is in Lambert , Bullock and Millham's , A Manual to the Sociology of the School . Here are to be found formulations which almost grasp principles which might orient school - givengoals to the struggle ...