Secret transmissions: Modelling crosscultural relations in classroom discourses

Neil Harrison*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    9 Citations (Scopus)

    Abstract

    It is often assumed in education that we have left the deficit model behind, but this paper suggests that policies and programs continue to position Indigenous students within a discourse of progress and enlightenment. Through this discourse, they are positioned between an image of what they once were as disadvantaged and what they are supposed to become in the process of studying at school and university. This paper examines some of the messages that are secretly transmitted both inside and outside the classroom when Indigenous students are constituted in discourse as behind or below and having to catch-up to the non-Indigenous students. It suggests other ways in which teachers could address the production of cross-cultural relations through classroom discourses to avoid positioning Indigenous people in a deficit relation to non-Indigenous people.

    Original languageEnglish
    Pages (from-to)41-53
    Number of pages13
    JournalAsia-Pacific Journal of Teacher Education
    Volume35
    Issue number1
    DOIs
    Publication statusPublished - Feb 2007

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