Resisting educational inequity and the ‘bracketing out’ of disadvantage in contemporary schooling

Riddle, Stewart (2018) Resisting educational inequity and the ‘bracketing out’ of disadvantage in contemporary schooling. In: Resisting educational inequality: reframing policy and practice in schools serving vulnerable communities. Taylor & Francis (Routledge), Milton park, United Kinddom, pp. 17-30. ISBN 978-1-138-08930-3


In this chapter, data from Australia’s National Assessment Program – Literacy and Numeracy (NAPLAN), the My School website and the Index of Community Socio-Educational Advantage (ICSEA) are considered together in order to draw out a nuanced view of how broader factors of social disadvantage are implicated in educational outcomes measured via standardised testing regimes. Of particular concern is the bracketing out (Sellar & Lingard, 2014) of social, economic and educational disadvantage, which allows policy makers, education commentators and school leaders to make claims about students, teachers and schools (Thompson & Mockler, 2016) that are decontextualised and overly simplified.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted version embargoed until 1 July 2019 (12 months), in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 24 Aug 2018 04:36
Last Modified: 02 Oct 2018 04:34
Uncontrolled Keywords: education policy, disadvantage, schooling, equity
Fields of Research : 13 Education > 1301 Education Systems > 130199 Education systems not elsewhere classified
16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
Socio-Economic Objective: C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education

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