The Politics of Differentiation in Schools

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Multicultural Education, Educational Reform
Cover of the book The Politics of Differentiation in Schools by Martin Mills, Amanda Keddie, Peter Renshaw, Sue Monk, Taylor and Francis
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Author: Martin Mills, Amanda Keddie, Peter Renshaw, Sue Monk ISBN: 9781317632672
Publisher: Taylor and Francis Publication: October 26, 2016
Imprint: Routledge Language: English
Author: Martin Mills, Amanda Keddie, Peter Renshaw, Sue Monk
ISBN: 9781317632672
Publisher: Taylor and Francis
Publication: October 26, 2016
Imprint: Routledge
Language: English

In many English-speaking countries, teachers are encouraged to differentiate their classrooms, and in some cases, through various policy mechanisms. This encouragement is often accompanied by threats and sanctions for not making the grade. By exploring the ways in which one education system in Australia has mandated differentiation through an audit of teacher practices, this book provides a timely engagement with the relationship between differentiated classrooms and social justice. It covers tensions, for instance, between providing culturally-appropriate classrooms, including constructing engaging and relevant curricula, and lowering expectations for students who have traditionally been marginalised by schooling. The data for this book has been collected from the same group of teachers over a period of three years, and offers detailed insights into how a particular politics of differentiation has played itself out in the context of a ‘global reform movement’ that has focused on improving student outcomes.

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In many English-speaking countries, teachers are encouraged to differentiate their classrooms, and in some cases, through various policy mechanisms. This encouragement is often accompanied by threats and sanctions for not making the grade. By exploring the ways in which one education system in Australia has mandated differentiation through an audit of teacher practices, this book provides a timely engagement with the relationship between differentiated classrooms and social justice. It covers tensions, for instance, between providing culturally-appropriate classrooms, including constructing engaging and relevant curricula, and lowering expectations for students who have traditionally been marginalised by schooling. The data for this book has been collected from the same group of teachers over a period of three years, and offers detailed insights into how a particular politics of differentiation has played itself out in the context of a ‘global reform movement’ that has focused on improving student outcomes.

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