Investigating Multiculturalism as Policy and Practice in the Middle Years of Schooling: An Australian Study
In the current context of contested definitions and policy intents of multiculturalism, this paper explores practitioner accounts of ‘good practice' in middle schools.
||Middle Schooling, Multicultural Education, Multiculturalism
International Journal of Diversity in Organizations, Communities and Nations, Volume 6, Issue 2, pp.89-100.
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Susan Bridges taught German, English and Drama in Queensland secondary schools and was a Head of Department, Languages before moving into the ESL/EFL field. She has taught secondary English in Australia and Hong Kong and has worked in teacher education programs at undergraduate and in-service levels. She is currently a Research Fellow with the Centre for Applied Language, Literacy and Communication Studies (CALLCS), Griffith University. Recent research has investigated stakeholder perceptions of learning during a teacher in-service program for teachers of English from Hong Kong. Her research interests include internationalisation, second language teacher education (ESL/EFL), intercultural communication, and qualitative research methods.
Cristina Poyatos Matas migrated to Australia in 1991. She is a senior lecturer in Latin American Studies, Spanish, Technology and Language Learning at Griffith University. In 2001 and 2002 she was a finalist for the Australian Awards for University Teaching (AAUT) in the category of Humanities. In 2003 she became a HERDSA Fellow. She is a member of CALLCS, Griffith University. Her research interests include Hispanic Communities in Queensland, Multicultural Education, Intercultural Communication, Grammar Teaching, and Higher Education Pedagogy. She contributed to writing Multicultural Queensland 2001. She has presented her research work in Australia, Canada, France, England, New Zealand, Malaysia, Spain and the United States.
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