The politics of differentiation in schools - v. 181

In many English-speaking countries, teachers are encouraged to differentiate their classrooms, and in some cases, through various policy mechanisms.

This encouragement is often accompanied by threats and sanctions for not making the grade.

By exploring the ways in which one education system in Australia has mandated differentiation through an audit of teacher practices, this text provides a timely engagement with the relationship between differentiated classrooms and social justice.

The data for this book has been collected from the same group of teachers over a period of three years, and offers detailed insights into how a particular politics of differentiation has played itself out in the context of a 'global reform movement' that has focused on improving student outcomes.