European Journal of Teacher Education volume 29, issue 3, P319-340 2006 DOI: 10.1080/02619760600795155 View full text
Andrea C. Allard

Abstract: While for political, economic and social justice reasons, there is now an emphasis on ensuring that all children achieve educationally, including those whose ethnicity, 'race' or socio-economic status are different from the dominant culture, multiple and often contradictory discourses operate concerning how teachers should work with diversity. Within post-structural theories, 'race', socioeconomic status, gender and ethnicity are theorised as fluid, dynamic and interconnected categories of identity. In this a…

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