Teacher narratives and curricular justice : a study of teachers' work in the disadvantaged schools' program in Victorian education / Elizabeth J. Murphy
Published
[Place of publication not identified] : [publisher not identified], 1996
Investigates teacher contributions to conversations about theory, policy and practice concerning poverty and education. The research examines patterns in teacher interpretive categories drawn from action research texts and associated documentation in the Disadvantaged School Program in Victoria over a twenty year period. Deals theoretically with the sociology of curricular theory, history and practice through the utilisation of feminist, postcolonial and poststructural approaches to society and culture
Notes
Submitted to the Faculty of Education, Deakin University