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Teaching in fractured classrooms: refugee education, public culture, community and ethics.
- Source :
-
Race, Ethnicity & Education . Dec2010, Vol. 13 Issue 4, p409-424. 16p. - Publication Year :
- 2010
-
Abstract
- During the last decade or so, schooling policy has had to increasingly grapple with processes that have a global reach. One significant aspect of globalisation has been the global flows of asylum seekers and refugees. Although Australia has a long history of accepting asylum seekers and refugees, in recent times, concerns about national security have fuelled community disquiet about refugees and asylum seekers. As such the 'refugee problem' is a crucial site for research by those interested in the relationships between a vibrant and socially just society and educational policy and practice. This paper draws on Rose's genealogy of 'community' (that is community now a site for governmentality); and Bauman's meditation on 'elusive community' (how can we have both freedom and security?) as a means to think through an appropriate ethico-politics for educators grappling with the refugee problem in Australia. [ABSTRACT FROM AUTHOR]
- Subjects :
- *EDUCATION policy
*GLOBALIZATION
*POLITICAL refugees
*REFUGEES
Subjects
Details
- Language :
- English
- ISSN :
- 13613324
- Volume :
- 13
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Race, Ethnicity & Education
- Publication Type :
- Academic Journal
- Accession number :
- 55474646
- Full Text :
- https://doi.org/10.1080/13613324.2010.488918