Teaching in borrowed spaces: community language schools and educational equity in New South Wales, Australia
Teaching in borrowed spaces: community language schools and educational equity in New South Wales, Australia
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借用空间教学：澳大利亚新南威尔士州的社区语言学校和教育公平
DOI：
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发表时间：
2021
影响因子：
2.4
通讯作者：
Y. Jung
中科院分区：
文献类型：
--
作者：
J. Nordstrom;Y. Jung
摘要 本研究探讨了社区语言学校教师在教育公平框架内使用课堂资源和学校设施的情况。社区语言学校是世界各地重要的语言教育提供者。在澳大利亚和世界其他地方一样，这些学校经常借用主流学校的教室在工作日晚上和周末上课。尽管如此，他们常常被认为在更广泛的教育背景下被边缘化，而且新出现的证据表明社区语言学校和主流教育工作者之间的关系紧张。本研究探讨了社区语言学校教师在借用主流学校教室时获得教育工具和资源的情况。它位于新南威尔士州 (NSW) 范围内，那里有大约 3000 名教师在周末和工作日晚上向 30,000 多名学生教授社区语言。 167 名社区语言学校教师接受了一项关于他们在教学期间使用课堂资源和学校设施的调查。调查结果显示，不同学校在获取资源（尤其是技术）方面存在显着差异。这使更广泛的教育背景下机会不平等的问题成为最前沿的问题。本文随后认为，这种不平等继续强化社区语言学校的边缘化地位。
ABSTRACT This study explores community language school teachers’ access to classroom resources and school facilities within a framework of educational equity. Community language schools are significant language education providers that exist worldwide. In Australia, as elsewhere in the world, these schools often borrow a classroom at a mainstream school to hold lessons on weeknights and weekends. Nonetheless, they are often perceived as marginalized in wider educational contexts and emerging evidence suggest tense relationships between community language schools and mainstream educators. This study explores community language school teacher’s access to educational tools and resources when borrowing a classroom at a mainstream school. It is situated in the context of New South Wales (NSW) where approximately 3000 teachers teach community languages to more than 30,000 students on weekends and weeknights. 167 community language school teachers responded to a survey about their access to classroom resources and school facilities during teaching. Findings showed that there were significant differences across schools in terms of access to resources, in particular technology. This brings to the forefront issues of unequal opportunity within broader educational contexts. This paper then argue that such inequalities continue to reinforce marginalized positions of community language schools.
DOI：
10.1007/978-3-319-74078-2_122-1
发表时间：
2019
期刊：
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影响因子：
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作者：
Shields R
通讯作者：
Shields R