Forming school identities in the context of increasing community diversity
| aut.relation.endpage | 97 | |
| aut.relation.issue | 1 | |
| aut.relation.startpage | 91 | |
| aut.relation.volume | 6 | |
| aut.researcher | Billot, Jennifer Margaret | |
| dc.contributor.author | Billot, J | |
| dc.date.accessioned | 2013-11-07T00:36:30Z | |
| dc.date.available | 2013-11-07T00:36:30Z | |
| dc.date.copyright | 2008 | |
| dc.date.issued | 2008 | |
| dc.description.abstract | If identity is culturally constructed, then the context in which it develops impacts on its stability during a time of social change.Within Aotearoa/New Zealand, communities are experiencing multiple forms of change due to the repercussions of political, economic and social policies. A further significant transformation is that of the ethnic composition of communities, instantiated by the Auckland metropolis. While communities are evaluating levels of social and economic sustainability, principals within secondary schools are also grappling with a school character that is dynamic, complex and challenging. It is within such school communities that benefit is gained from proactive leadership strategies that facilitate social cohesion. Conceptually, if identity relates to both the ‘internal experience of place and external participation in world and society’ (Cockburn, 1983, p. 1) then school identity should provide an inclusive environment whereby students can belong to the school while retaining their own sense of cultural self. This paper refers to the research findings of an international study, to show that while deliberate practices can draw together diverse groups to achieve social inclusion, tension exists when the focus is not fully multi-dimensional. | |
| dc.identifier.citation | International Journal of the Humanities, vol.6(1), pp.91 - 97 | |
| dc.identifier.issn | 1447-9508 | |
| dc.identifier.uri | https://hdl.handle.net/10292/5822 | |
| dc.publisher | Common Ground Publishing Pty Ltd | |
| dc.relation.uri | http://www.humanities-journal.com/ | |
| dc.rights | Copyright will be attributed to the author(s). The author(s) are granting Common Ground an exclusive international license to publish the work in all formats. Permission to republish or reproduce should be sought from Common Ground. The author may make complimentary electronic or printed copies of the work for teaching; for circulation within the organisation where they work; and post an electronic copy at their own or their organisation’s website. They may also include all or part of the work in any commercial or non-commercial book that they author or edit themselves. In each case, the work must be accompanied by a full citation and a notice that readers must contact Common Ground for permission to reproduce. | |
| dc.rights.accessrights | OpenAccess | |
| dc.subject | School identity | |
| dc.subject | Multiculturalism | |
| dc.subject | Inclusion | |
| dc.title | Forming school identities in the context of increasing community diversity | |
| dc.type | Journal Article | |
| pubs.elements-id | 42745 | |
| pubs.organisational-data | /AUT | |
| pubs.organisational-data | /AUT/PVC - Research |