Pub Date : 2023-02-02DOI: 10.1080/17508487.2023.2173266
E. Milne, T. Wotherspoon
ABSTRACT Notions of ‘student success’ feature prominently in emerging educational discourses and policy orientations. Current policy frameworks focusing on equity, performance, and reconciliation claim to offer validation for perspectives of Indigenous peoples and other racialized communities, but they are simultaneously raising the stakes for individual responsibility and performance. This paper explores these developments by examining how Indigenous students and family members understand and experience educational success in relation to the notions of success advanced by school systems. We present a case study conducted in Alberta, Canada, drawing on data from ten focus groups with 77 Indigenous youth and parents of Indigenous children connected to one school division. Highlighting the ways that social and educational policy frameworks related to employability and performance exacerbate contradictions inherent in settler colonial societies, we reveal how school systems, despite claims to the contrary, continue to adopt practices that undermine the capacity for many Indigenous people to achieve their aspirations.
{"title":"‘Success is different in our eyes’: reconciling definitions of educational success among Indigenous families and education systems in Alberta, Canada","authors":"E. Milne, T. Wotherspoon","doi":"10.1080/17508487.2023.2173266","DOIUrl":"https://doi.org/10.1080/17508487.2023.2173266","url":null,"abstract":"ABSTRACT Notions of ‘student success’ feature prominently in emerging educational discourses and policy orientations. Current policy frameworks focusing on equity, performance, and reconciliation claim to offer validation for perspectives of Indigenous peoples and other racialized communities, but they are simultaneously raising the stakes for individual responsibility and performance. This paper explores these developments by examining how Indigenous students and family members understand and experience educational success in relation to the notions of success advanced by school systems. We present a case study conducted in Alberta, Canada, drawing on data from ten focus groups with 77 Indigenous youth and parents of Indigenous children connected to one school division. Highlighting the ways that social and educational policy frameworks related to employability and performance exacerbate contradictions inherent in settler colonial societies, we reveal how school systems, despite claims to the contrary, continue to adopt practices that undermine the capacity for many Indigenous people to achieve their aspirations.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43426430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1080/17508487.2023.2171452
Michalinos Zembylas
ABSTRACT This paper suggests that cultivating an aesthetics of attention in education can be a valuable affective tool for combatting the kind of numbness often associated with the resilience of racism. The notion of attention broadens the frame of analysis of racial violence by taking into consideration the affective and aesthetic dimensions of attention. The paper brings together Taylor Rogers’ recent theorization of ‘affective numbness’ and Simone Weil’s theory of attention to argue that the cultivation of an aesthetics of attention to others’ personhood has a potentially pivotal role in education to restore hearing of non-dominantly-situated persons’ cry of injustice. The article suggests pedagogical ways of engaging teachers and students affectively to resist their numbness in the classroom. The analysis argues that ‘paying attention’ to racial violence can contribute to creating ‘reparative futures’ in education, but care is needed to avoid re-traumatizing students of color and other traumatized students.
{"title":"The resilience of racism and affective numbness: cultivating an aesthetics of attention in education","authors":"Michalinos Zembylas","doi":"10.1080/17508487.2023.2171452","DOIUrl":"https://doi.org/10.1080/17508487.2023.2171452","url":null,"abstract":"ABSTRACT This paper suggests that cultivating an aesthetics of attention in education can be a valuable affective tool for combatting the kind of numbness often associated with the resilience of racism. The notion of attention broadens the frame of analysis of racial violence by taking into consideration the affective and aesthetic dimensions of attention. The paper brings together Taylor Rogers’ recent theorization of ‘affective numbness’ and Simone Weil’s theory of attention to argue that the cultivation of an aesthetics of attention to others’ personhood has a potentially pivotal role in education to restore hearing of non-dominantly-situated persons’ cry of injustice. The article suggests pedagogical ways of engaging teachers and students affectively to resist their numbness in the classroom. The analysis argues that ‘paying attention’ to racial violence can contribute to creating ‘reparative futures’ in education, but care is needed to avoid re-traumatizing students of color and other traumatized students.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46155877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-22DOI: 10.1080/17508487.2022.2153373
Sophie Rudolph
ABSTRACT In this article, I propose a new conceptual lens for understanding issues of racialised discipline and school exclusion that takes into consideration the foundational carceral logics of the settler colonial state. By bringing together carceral state, settler colonial and critical Indigenous studies literatures I demonstrate how the settler colonial carceral state is driven by racial capitalism and the white possessive and how this impacts schooling. With a focus on Australia, but drawing connections to other British settler colonial contexts, I propose school discipline is connected to raced carceral logics, through relations of: 1) crisis, safety, and security; 2) containment and control; 3) policing and surveillance. I argue that by examining the carceral logics of the state that underpin school discipline and exclusion, it is possible to shift attention onto structural violences that impact racialised young people in schools, rather than expecting such students to be included into a violent system.
{"title":"Carceral logics and education","authors":"Sophie Rudolph","doi":"10.1080/17508487.2022.2153373","DOIUrl":"https://doi.org/10.1080/17508487.2022.2153373","url":null,"abstract":"ABSTRACT In this article, I propose a new conceptual lens for understanding issues of racialised discipline and school exclusion that takes into consideration the foundational carceral logics of the settler colonial state. By bringing together carceral state, settler colonial and critical Indigenous studies literatures I demonstrate how the settler colonial carceral state is driven by racial capitalism and the white possessive and how this impacts schooling. With a focus on Australia, but drawing connections to other British settler colonial contexts, I propose school discipline is connected to raced carceral logics, through relations of: 1) crisis, safety, and security; 2) containment and control; 3) policing and surveillance. I argue that by examining the carceral logics of the state that underpin school discipline and exclusion, it is possible to shift attention onto structural violences that impact racialised young people in schools, rather than expecting such students to be included into a violent system.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"392 - 409"},"PeriodicalIF":3.9,"publicationDate":"2023-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45003685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-08DOI: 10.1080/17508487.2022.2146150
Michael V. Singh, Z. Leonardo
ABSTRACT For several decades, the Gramscian notion of the intellectual has been a popular framework to view the potentiality of educators as counter-hegemonic cultural workers. While this was an invaluable contribution to the field of critical education, notions of the intellectual have largely focused on class conflict. For a deeper theorization of the intellectual and race, we turn to the work of decolonial thinker Frantz Fanon. In his work, Fanon theorizes the role of the intellectual amid the struggle against colonialism. In this article, we examine Fanon’s intellectual work as well as his writing on the ‘colonized intellectual’ to articulate what we describe as a Fanonian decolonial intellectual. We conclude by highlighting the importance of Fanon’s contributions on the intellectual for educators of color, who presently find themselves compromised by a hegemony characterized by neoliberal multiculturalism in education.
{"title":"Educators as decolonial intellectuals: revolutionary thought from Gramsci to Fanon","authors":"Michael V. Singh, Z. Leonardo","doi":"10.1080/17508487.2022.2146150","DOIUrl":"https://doi.org/10.1080/17508487.2022.2146150","url":null,"abstract":"ABSTRACT For several decades, the Gramscian notion of the intellectual has been a popular framework to view the potentiality of educators as counter-hegemonic cultural workers. While this was an invaluable contribution to the field of critical education, notions of the intellectual have largely focused on class conflict. For a deeper theorization of the intellectual and race, we turn to the work of decolonial thinker Frantz Fanon. In his work, Fanon theorizes the role of the intellectual amid the struggle against colonialism. In this article, we examine Fanon’s intellectual work as well as his writing on the ‘colonized intellectual’ to articulate what we describe as a Fanonian decolonial intellectual. We conclude by highlighting the importance of Fanon’s contributions on the intellectual for educators of color, who presently find themselves compromised by a hegemony characterized by neoliberal multiculturalism in education.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"374 - 391"},"PeriodicalIF":3.9,"publicationDate":"2023-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42334652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-28DOI: 10.1080/17508487.2022.2159469
Rhonda Povey, M. Trudgett, Susan Page, M. Locke
ABSTRACT Despite extensive impact studies over the past two decades documenting the insipid and debilitating health, social, and emotional impacts of racism on Indigenous peoples in Australia, racism remains a key factor impacting negatively on the lives of Indigenous Australians at all levels of education. Racism experienced by Indigenous early career researchers is much-neglected area of research to date: the aim of this paper is to force a conversation about the prevalence of institutional racism in the higher education sector through an examination of the impact of racism on the experiences and career trajectories of Indigenous early career researchers in Australian universities. We challenge the day-to-day perceptions of normalcy where the Whiteness of the institution goes unnoticed and make clear that claiming ignorance does not absolve the individual or the institution of accountability. Although grounded in Australian experiences of institutional racism in higher education, the study has global significance to other relationally-like colonised nations. International literature highlights racism is imbricated across the Pan-Pacific nations; this is laid bared by the recounting of Australian Indigenous experiences and perceptions.
{"title":"Hidden in plain view: Indigenous early career researchers' experiences and perceptions of racism in Australian universities","authors":"Rhonda Povey, M. Trudgett, Susan Page, M. Locke","doi":"10.1080/17508487.2022.2159469","DOIUrl":"https://doi.org/10.1080/17508487.2022.2159469","url":null,"abstract":"ABSTRACT Despite extensive impact studies over the past two decades documenting the insipid and debilitating health, social, and emotional impacts of racism on Indigenous peoples in Australia, racism remains a key factor impacting negatively on the lives of Indigenous Australians at all levels of education. Racism experienced by Indigenous early career researchers is much-neglected area of research to date: the aim of this paper is to force a conversation about the prevalence of institutional racism in the higher education sector through an examination of the impact of racism on the experiences and career trajectories of Indigenous early career researchers in Australian universities. We challenge the day-to-day perceptions of normalcy where the Whiteness of the institution goes unnoticed and make clear that claiming ignorance does not absolve the individual or the institution of accountability. Although grounded in Australian experiences of institutional racism in higher education, the study has global significance to other relationally-like colonised nations. International literature highlights racism is imbricated across the Pan-Pacific nations; this is laid bared by the recounting of Australian Indigenous experiences and perceptions.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"355 - 373"},"PeriodicalIF":3.9,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48554164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-08DOI: 10.1080/17508487.2022.2153372
Naomi Barnes, S. Watson, S. MacRae
ABSTRACT Social media has become a core feature in policy development and enactment. This article extends current features of digital policy sociology to include the entanglement of education policy development processes with new media, paying particular attention to how two conservative think tanks in Australia have strategically used social media in their lobbying practices. By concentrating on policy publics, we show how The Centre for Independent Studies and the Institute of Public Affairs have used social media as a part of education politics. Using Luhmann’s theory of moral communication as a framework, we work towards accounting for the contemporary hyperactivity of education policy and politics and speculate how these Australian case studies might inform the critical policy sociology of education.
{"title":"The moral positioning of education policy publics: how social media is used to wedge an issue","authors":"Naomi Barnes, S. Watson, S. MacRae","doi":"10.1080/17508487.2022.2153372","DOIUrl":"https://doi.org/10.1080/17508487.2022.2153372","url":null,"abstract":"ABSTRACT Social media has become a core feature in policy development and enactment. This article extends current features of digital policy sociology to include the entanglement of education policy development processes with new media, paying particular attention to how two conservative think tanks in Australia have strategically used social media in their lobbying practices. By concentrating on policy publics, we show how The Centre for Independent Studies and the Institute of Public Affairs have used social media as a part of education politics. Using Luhmann’s theory of moral communication as a framework, we work towards accounting for the contemporary hyperactivity of education policy and politics and speculate how these Australian case studies might inform the critical policy sociology of education.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"337 - 354"},"PeriodicalIF":3.9,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46606456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-16DOI: 10.1080/17508487.2022.2139927
Published in Critical Studies in Education (Vol. 63, No. 5, 2022)
发表于《教育批判研究》(第63卷第5期，2022年)
{"title":"Acknowledgment to reviewers","authors":"","doi":"10.1080/17508487.2022.2139927","DOIUrl":"https://doi.org/10.1080/17508487.2022.2139927","url":null,"abstract":"Published in Critical Studies in Education (Vol. 63, No. 5, 2022)","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"99 33 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-06DOI: 10.1080/17508487.2022.2143837
R. Barnacle, D. Cuthbert, A. Hall, L. T. Sidelil
ABSTRACT This article provides feminist insider perspectives on the development and delivery of an innovative respect-based sexual assault and sexual harassment (SASH) prevention initiative in higher education. The initiative is designed specifically to address risk factors in graduate research. It is one of the first of its kind world-wide. Respect and cognate, moderate feminist, concepts are increasingly prevalent as oblique, or stealth, approaches to gender equality in contexts in which doing so openly may be counterproductive. The respect-based initiative examined here addresses the various risk factors that distinguish graduate research from undergraduate education, particularly power imbalances. Adopting a feminist reflective practice methodology, we provide an insider perspective into the multi-layered processes involved in enabling and undertaking institution-wide culture change of this kind. Our critical reflections focus on the stealth approaches adopted during design and delivery, highlighting resistance and receptivity to the initiative and how these were either countered or harnessed. The article provides both practical and theoretical insights into the advantages and limitations of respect-based culture-change. Most notably, it contributes to enhanced understanding of what works in practice, for which there is an urgent need.
{"title":"Respect@Uni: A feminist insider perspective on respect-based culture change in higher education","authors":"R. Barnacle, D. Cuthbert, A. Hall, L. T. Sidelil","doi":"10.1080/17508487.2022.2143837","DOIUrl":"https://doi.org/10.1080/17508487.2022.2143837","url":null,"abstract":"ABSTRACT This article provides feminist insider perspectives on the development and delivery of an innovative respect-based sexual assault and sexual harassment (SASH) prevention initiative in higher education. The initiative is designed specifically to address risk factors in graduate research. It is one of the first of its kind world-wide. Respect and cognate, moderate feminist, concepts are increasingly prevalent as oblique, or stealth, approaches to gender equality in contexts in which doing so openly may be counterproductive. The respect-based initiative examined here addresses the various risk factors that distinguish graduate research from undergraduate education, particularly power imbalances. Adopting a feminist reflective practice methodology, we provide an insider perspective into the multi-layered processes involved in enabling and undertaking institution-wide culture change of this kind. Our critical reflections focus on the stealth approaches adopted during design and delivery, highlighting resistance and receptivity to the initiative and how these were either countered or harnessed. The article provides both practical and theoretical insights into the advantages and limitations of respect-based culture-change. Most notably, it contributes to enhanced understanding of what works in practice, for which there is an urgent need.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"318 - 336"},"PeriodicalIF":3.9,"publicationDate":"2022-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44697788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1080/17508487.2022.2142627
P. Norman
ABSTRACT Research on policy enactment has explored tensions created by accountability approaches associated with new forms of management under neoliberalism. These approaches generate particular discursive constructs of the ‘good teacher’ – constructs that often negate the rich, unmeasurable, and ethical practices associated with teacher professionalism. This paper draws on data generated as part of an institutional ethnography at an Australian school. Five teachers reflected on their work and the policies and procedures that govern it. They reported a range of practices for coping with the demands of policy enactment; described by one informant using the heuristic of attachment, aversion, and indifference. Significantly, the influence of external contingency – specifically in the form of climate change – represents a complex space in which teachers must navigate using ethical judgment and practical wisdom. This kind of ethical work creates demands that exceed the circumscribed notions of good teaching present in governing policies. Taking up the Foucauldian concept of counter conduct, this paper argues that these ‘unofficial’ practices are an expression of ethical professionalism. Rather than being explicitly ‘activist’, these teachers are simply engaging in ‘good work’ as it might be understood under the external contingencies associated with a changing and challenging world.
{"title":"Good teachers and counter conduct","authors":"P. Norman","doi":"10.1080/17508487.2022.2142627","DOIUrl":"https://doi.org/10.1080/17508487.2022.2142627","url":null,"abstract":"ABSTRACT Research on policy enactment has explored tensions created by accountability approaches associated with new forms of management under neoliberalism. These approaches generate particular discursive constructs of the ‘good teacher’ – constructs that often negate the rich, unmeasurable, and ethical practices associated with teacher professionalism. This paper draws on data generated as part of an institutional ethnography at an Australian school. Five teachers reflected on their work and the policies and procedures that govern it. They reported a range of practices for coping with the demands of policy enactment; described by one informant using the heuristic of attachment, aversion, and indifference. Significantly, the influence of external contingency – specifically in the form of climate change – represents a complex space in which teachers must navigate using ethical judgment and practical wisdom. This kind of ethical work creates demands that exceed the circumscribed notions of good teaching present in governing policies. Taking up the Foucauldian concept of counter conduct, this paper argues that these ‘unofficial’ practices are an expression of ethical professionalism. Rather than being explicitly ‘activist’, these teachers are simply engaging in ‘good work’ as it might be understood under the external contingencies associated with a changing and challenging world.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"301 - 317"},"PeriodicalIF":3.9,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44606502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.1080/17508487.2022.2139276
A. Webb, Sandra Becerra, Macarena Sepúlveda
ABSTRACT Reforms to school climate policies in Chile have led to a marked shift away from punitive approaches for dealing with bullying behaviours, toward more educationally formative processes. Schools in this national context have also been given greater responsibilities for designing anti-bullying practices relevant to their own educational communities. Based on qualitative interviews with staff members in six inner-city schools in the Chilean capital we query whether these policies really enable staff to create positive school climates. We suggest instead that, from a Foucauldian perspective of governance, staff become self-regulated subjects caught between a celebration of administrative autonomy and the pressure to meet national standards of anti-bullying in underfunded and under-resourced schools in socially deprived areas. Rather than solve bullying, staff become more occupied with the doing of new public management. We conclude by suggesting ways in which the current policies could be adapted to better support schools working in these contexts.
{"title":"Becoming neoliberal policy subjects: Staff members’ discursive practices about school climate in Chile","authors":"A. Webb, Sandra Becerra, Macarena Sepúlveda","doi":"10.1080/17508487.2022.2139276","DOIUrl":"https://doi.org/10.1080/17508487.2022.2139276","url":null,"abstract":"ABSTRACT Reforms to school climate policies in Chile have led to a marked shift away from punitive approaches for dealing with bullying behaviours, toward more educationally formative processes. Schools in this national context have also been given greater responsibilities for designing anti-bullying practices relevant to their own educational communities. Based on qualitative interviews with staff members in six inner-city schools in the Chilean capital we query whether these policies really enable staff to create positive school climates. We suggest instead that, from a Foucauldian perspective of governance, staff become self-regulated subjects caught between a celebration of administrative autonomy and the pressure to meet national standards of anti-bullying in underfunded and under-resourced schools in socially deprived areas. Rather than solve bullying, staff become more occupied with the doing of new public management. We conclude by suggesting ways in which the current policies could be adapted to better support schools working in these contexts.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"283 - 300"},"PeriodicalIF":3.9,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41763764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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