Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas: Developmental and social constructionist perspectives

Tracey Sempowicz; Judith Howard; Mallihai Tambyah; Suzanne Carrington

doi:10.1080/13603116.2017.1390004

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Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas: Developmental and social constructionist perspectives

Journal article

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Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas: Developmental and social constructionist perspectives

Tracey Sempowicz, Judith Howard, Mallihai Tambyah and Suzanne Carrington

International Journal of Inclusive Education, Vol.22(6), pp.606-621

2018

DOI: https://doi.org/10.1080/13603116.2017.1390004

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Abstract

Specialist Studies in Education

Sociology

attachment disruption

childhood development

complex trauma

inclusive education

intercountry adoption

social construction

In Australia, teachers are expected to teach a diverse range of students, including children adopted from overseas who have experienced attachment disruption and complex trauma early in life. International research identifies the potential vulnerability of this minority group at school. However, teachers' backgrounds, knowledge and experience, as well as curriculum policies and school practices, may influence how teachers respond to the diverse needs of these children. Drawing on examples from a qualitative study which used focus group interviews and a multi-case study of 10 adoptive families, this article applies developmental and social constructionist perspectives to analyse the potential impact some common curriculum units may have on these children's experiences of school. This paper reports on the way in which various units in the Australian Curriculum may provide obstacles and opportunities for inclusion, with particular examples provided from the English and History Curriculum. Findings show there is a need for greater awareness, understanding and sensitivity in teaching approach, as well as flexibility in teachers' professional agency and discretion in the selection of resources when responding to the educational needs of intercountry adoptees.

Details

Title: Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas: Developmental and social constructionist perspectives
Authors: Tracey Sempowicz (Author) - Queensland University of Technology
Judith Howard (Author) - Queensland University of Technology
Mallihai Tambyah (Author) - Queensland University of Technology
Suzanne Carrington (Author) - Queensland University of Technology
Publication details: International Journal of Inclusive Education, Vol.22(6), pp.606-621
Publisher: Routledge
Date published: 2018
DOI: 10.1080/13603116.2017.1390004
ISSN: 1360-3116
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99451143302621
Output Type: Journal article

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