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Diversity, Disadvantage and Differential Outcomes: An Analysis of Samoan Students Narratives of Schooling

By Parlo Singh and Mark Sinclair


Social justice discourses, particularly those attentive to the politics of difference, suggest that the perspectives of least-advantaged groups need to be taken into account when endeavouring to realise social justice in education for these groups. In this paper, we analyse narratives on schooling produced by one cohort of least-advantaged students, namely Samoan students attending state-designated disadvantaged secondary schools in Queensland, Australia. Specifically, the narratives of educational disadvantage provided by Samoan students are analysed. The focus is on 'the what' (the knowledge to be transmitted) and 'the how' (the teacher-student relations) of pedagogy in state-designated disadvantaged schools. Attention is paid to the contradictory and ambivalent discourses inherent in these narratives, particularly in terms of realising socially just pedagogic practices

Topics: 130000 EDUCATION, social justice, student accounts of disadvantage, educational outcomes, Samoan students
Publisher: Taylor & Francis
Year: 2001
DOI identifier: 10.1080/13598660120032987
OAI identifier:

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