Equity and Quality Education: Lived experiences of Teachers and Students

2018-04-23T23:40:15Z (GMT) by RUCELLE CLAIRE HUGHES
This study explores how equity and quality education is understood and enacted in two independent schools in Melbourne, Australia. Investigating the lived experience of middle years teachers, students and school leaders, along with a sector representative, this research responds to current scarcity in our understandings of how this sector realises these current educational commitments. Informed by Bourdieu’s social critical theory perspective, this qualitative phenomenological study draws on empirical, policy and theoretical literature to offer a detailed discussion and analysis of the study’s findings. Implications of lived experiences of tensions and dissonance generating pragmatic responses from participants are offered along with recommendations for future research.