Educational issues for children of itinerant seasonal farm workers
A case study in an Australian context
Bibliographic Data
| ID | 12579486 |
|---|---|
| Authors | Robyn Henderson (0000-0001-7906-766X, corresponding author) |
| Year | 2004 |
| Volume | 8 |
| Issue | 3 |
| Pages | 293-310 |
| Publication date | 2004-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1360311042000257708 |
| OpenAlex | W2142982447 |
| Language | EN |
| Citations received | 4 |
| References cited | 9 |
Although many Australian children change schools during the course of a school year, the children of itinerant seasonal farm workers can move residences as well as schools on a regular basis, often two or three times annually. Surprisingly, however, educational itinerancy has not been widely researched, particularly in Australian contexts. The paper uses a case study approach to discuss some of the issues that affect the literacy learning of the children from one family, the members of which follow summer and winter harvesting seasons across state borders. Through this approach, the voices of the children and their families are heard alongside those of their teachers and other school personnel
Context (archaeology · Geography · Pedagogy · Sociology · Education Systems and Policy · Indigenous and Place-Based Education · Psychology · Rural development and sustainability
| Citations per year | 0.19 |
|---|---|
| Citation span | 2005 - 2026 (22) |
| Highly cited | No |