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• W2278018045 abstract "Despite decades of research, inequalities still exist in the Australian education system, as in Western countries in general. Research into the matter has taken many directions with parents, teachers and children themselves all coming under close scrutiny (Hore and Ballantyne 2006, Darian-Smith and Factor 2005, Chin and Phillips 2004, Taylor et al 2004, Dodici et al 2003, Rowe 2003, Divine 2002, Edwards and Aldred 2002). When a child fails to thrive in the classroom cause is often sourced to an individual such as the teacher, the parent or the child itself. I suggest a narrow focus on the individual is perhaps one of the reasons for continued educational inequality and is the direct result of peoples’ theories or beliefs about the ‘self’. Many people think of themselves and others as a relatively fixed ‘personality’, composed of characteristics that determine how they respond to life experiences, including experiences in the education system. The layman therefore comes to believe that some children are more suited to academic pursuits than others, because of their ‘individual’ characteristics. For example, it is not uncommon to hear a parent state that their teenager is ‘not the academic type’ or ‘not the studying kind’. Dweck, a psychologist with an interest in motivation, found that children who held a view of themselves as a fixed personality had the tendency to give up on a task when it became difficult, yet were quite happy and motivated when tasks were easy. Their fear was one of failure and looking unintelligent and it was the very core of their being that was threatened by failure. On the other hand, there are children who are even more motivated in the face of failure because they hold a view of the self as something which is more fluid. They do not feel personally threatened by failure and see it as a greater challenge. These children grow up retaining these views of the self" @default.
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• W2278018045 date "2009-01-01" @default.
• W2278018045 modified "2023-09-22" @default.
• W2278018045 title "Multi layered narratives and changing identities: making sense of student experience" @default.
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