ABSTRACT As sites of human social activity, schools must engage in challenging conversations between staff, students and their communities about social disharmonies. This paper presents interview data from a case study of Eucalyptus High School (not its real name), a large multicultural school located in a middle-class area in suburban Victoria (Australia). The paper examines the school’s engagement in ‘challenging conversations’ about socially and politically volatile issues as part of a holistic approach to building school culture, highlighting certain limitations in this approach. An ‘ecologies of practice’ model is used to critically explore these, which could be used to support schools to adopt a broad and critical examination of the possibilities and limits of their cultivation of inclusive and nurturing environments.

中文翻译：

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关于社会公正领导参与关于社会不和谐的“具有挑战性的对话”的好处和挑战的生态案例研究

摘要 作为人类社会活动的场所，学校必须在教职工、学生和他们的社区之间就社会不和谐展开富有挑战性的对话。本文介绍了来自 Eucalyptus 高中（化名）案例研究的访谈数据，这是一所位于维多利亚郊区（澳大利亚）中产阶级地区的大型多元文化学校。该论文研究了学校参与关于社会和政治不稳定问题的“具有挑战性的对话”，作为建设学校文化的整体方法的一部分，强调了这种方法的某些局限性。“实践生态”模型用于批判性地探索这些，可用于支持学校对其培养包容性和培育性环境的可能性和局限性进行广泛和批判性的检查。