Abstract
In Australia we like to believe in the notion of a 'fair go', but how this is translated into the English language curriculum is dependant upon implicit assumptions about who should get what, why and how. In what follows I suggest that a 'fair go' approach to English language education in a democratic, multi-cultural and multi-literate nation in a postmodern era where the validity of school education is challenged by global flows of images,ideas, capital and people might be best achieved when premised upon a recognitive model of social justice.
Original language | English |
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Pages (from-to) | 27-30 |
Number of pages | 4 |
Journal | The Dearborn Educator: An Applied Perspective in Educational Practice, |
Volume | 1 |
Issue number | 2 |
Publication status | Published - 2004 |
Externally published | Yes |