Differentiated instruction (DI) is a pedagogical framework to which all students can be engaged in their learning and achieve academically in their schooling. While DI is for all students, there is little research in DI for students with learning difficulties, in senior-secondary schools in Australia. This research formed part of a larger study,…

Research into how to support student teachers to work with diverse school students frequently uses a narrow, Anglocentric lens based on binary language speaker labels. This lens limits understandings of the complex factors impacting any individual's ability to teach inclusively. Given the increases in diversity in the tertiary sector, we therefore…

Using Judith Butler's theory of performative subjection, this paper examines the injurious attitudes of three staff members at an outer-metropolitan high school who are heavily involved in the enactment and monitoring of Senior Education and Training (SET) Plan interviews for the Queensland Certificate of Education. It is argued that teachers at…

Attention deficit hyperactivity disorder (ADHD) is a diagnostic term now indelibly scored on the public psyche. In some quarters, a diagnosis of ADHD is regarded with derision. In others it is welcomed with relief. Despite intense multidisciplinary research, the jury is still out with regard to the "truth" of ADHD. Not surprisingly, the…

In this paper we show that poor student performance in a rural school is influenced by the classifications used for student learning and behaviour. We propose that the institution's organisation is conveyed via a classification schema that permeates and informs judgments about student progress and holds sway over teacher cognition. Category…