Doing enactment within the logics of policy privatisation: how inclusion policy can be interpreted and translated for English as an Additional Language/Dialect (EAL/D) students-Reference-Cited by-同舟云学术

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Doing enactment within the logics of policy privatisation: how inclusion policy can be interpreted and translated for English as an Additional Language/Dialect (EAL/D) students

Published:2024-05-03 Issue: Volume: Page:1-15
ISSN:0950-0782
Container-title:Language and Education
language:en
Short-container-title:Language and Education

Author:

Hogan Anna¹^ORCID,Creagh Sue²^ORCID,Lingard Bob³^ORCID,Choi Taehee⁴^ORCID,Poudel Prem Prasad⁵^ORCID

Affiliation:

1. School of Teacher Ed & Leadership, Queensland University of Technology, Australia

2. School of Education, University of Queensland, Australia

3. Institute for Learning Sciences & Teacher Ed, Australian Catholic University, Australia

4. Southhampton Education School, University of Southampton, United Kingdom

5. School of Education, Tribhuvan University, Nepal

Funder

RGCHK

Education University of Hong Kong

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500782.2024.2348593

Reference21 articles.

1. Ball SJ. 1994. Educational reform: A critical and post-structural approach. Buckingham: Open University Press.

2. How Schools Do Policy

3. Ball S, Youdell D. 2008. Hidden privatisation in public education. Belgium: Education International.

4. Bourke T Alford J Mavropoulou S Catalano G. (2023). Interpretations of inclusive education in Australian policy: What’s the problem represented to be? [Manuscript submitted for publication.]

5. Bowe R, Ball S, Gold A. 1992. Reforming education and changing schools: case studies in policy sociology. London: Routledge.

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