This thesis provides insights into the ways culturally diverse children experience primary classrooms as sites of social and academic identity construction. Language competence, culture, gender, classroom resources, teachers' pedegogical practices and power act to enhance and constrain the identities made available to the children in complex and often contradictory ways
Notes
Degree conferred 2010
Submitted to the School of Education of the Faculty of Arts and Education, Deakin University
Thesis (Ph.D.)--Deakin University, Victoria, 2009
Bibliography
Includes bibliographical references (leaves 212-232)
