Teaching in fractured classrooms : refugee education, public culture, community and ethics
Date
2010
Authors
Hattam, R.
Every, D.
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Journal article
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Race, Ethnicity and Education, 2010; 13(4):409-424
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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.
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Copyright 2010 Taylor and Francis