Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum
In England educators have been concerned about ensuring equality and diversity in education due to ever-diversifying school populations, who find themselves positioned as outsiders to England’s National Curriculum. This article explores the accessibility and limitations of the curriculum from the pe...
Main Authors: | Asma Lebbakhar, Kate Hoskins, Anne Chappell |
---|---|
Format: | Article |
Language: | English |
Published: |
UCL Press
2022-11-01
|
Series: | London Review of Education |
Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.49 |
Similar Items
-
Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction
by: Andrea Watson-Canning
Published: (2020-05-01) -
AN AGENTIC PERSPECTIVE ON TEACHERS’ ENACTMENT OF PROFESSIONAL DIGITAL COMPETENCE
by: Stine Brynildsen, et al.
Published: (2023-02-01) -
How schools do policy : policy enactments in secondary schools /
by: 299612 Ball, Stephen J., et al.
Published: (2012) -
An Assessment of Ghana’s Enacted Kindergarten Curriculum
by: Seidu Sofo, et al.
Published: (2019-04-01) -
Implementation of secondary school mathematics curriculum by teachers in two Malaysian schools
by: Lessani, Abdolreza
Published: (2015)