Understanding sociological theory for educational practices:
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Port Melbourne, Australia
Cambridge University Press
2015
|
| Schlagworte: | |
| Online-Zugang: | Contributor biographical information Publisher description Table of contents only Inhaltsverzeichnis Klappentext |
| Beschreibung: | Hier auch später erschienene, unveränderte Nachdrucke |
| Beschreibung: | xx, 228 Seiten |
| ISBN: | 9781107477469 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Foreword by Susanne Gannon ui
Preface xüi
Contributors XV
Acknowledgements xx
Chapter 1 The unseen half: Theories for educational practices 1
Tania Ferfolja, Criss Jones Diaz and Jacqueline Ullman
Introduction 1
A metaphor in teaching: The unseen half 2
Theory equals value adding 4
Poststructuralist theories 5
Intersections of critical theoretical paradigms 8
What does this mean for future teachers? Concepts of praxis,
reflexivity and critical pedagogy 12
Theory in practice: An overview of the chapters 14
Conclusion 16
Considerations 17
Of interest 17
References 17
Part 1 Applying Poststructuralism(s) 21
Chapter 2 Pre-service teacher identities and the social construction
of childhood 22
Son Truong
Introduction 22
Background 24
Key theoretical concepts 25
Methodology 28
Analysis and discussion 29
Implications 34
Considerations 35
iĽK
Of interest 35
References 36
Chapter 3 Regulating gender climate : Exploring the social construction of
gender and sexuality in regional and rural Australian schools 39
Jacqueline Ullman
introduction 40
Background 40
Key theoretical concepts 42
Methodology 45
Analysis and discussion 47
Implications 52
Considerations 53
Of interest 53
References 54
Chapter 4 Sexual diversities, policy approaches and the construction
of the subject 58
Tania Ferfolja
Introduction 58
Background 59
Key theoretical concepts 62
Methodology 63
Analysis and discussion 64
Implications 69
Considerations 70
Of interest 77
References 77
Part 2 Intersecting Theories for Meaning: Postcolonialism, critical
race՛ theory and cultural theory 75
Chapter 5 Destabilising privilege: Disrupting deficit thinking in white
pre-service teachers on field experience in culturally diverse,
high-poverty schools 76
Jo Lampert, Bruce Burnett and Kristie Morse
Introduction 76
Background 77
Key theoretical concepts 79
Methodology 81
Analysis and discussion 82
Implications 88
Considerations 89
Of interest 89
References 89
Chapter 6 The perceptions that shape us: Strengthening Indigenous
young people s cultural identity in flexi school settings 93
Marnee Shay
Introduction 93
Background 94
Key theoretical concepts 96
Methodology 98
Analysis and discussion 99
Implications 102
Considerations 104
Of interest 104
References 105
Chapter 7 Silences in growing up bi/multilingual in multicultural globalised
societies: Educators , families and children s views of negotiating languages,
identity and difference in childhood 110
Criss Jones Diaz
Introduction 110
Background 111
Key theoretical concepts 113
Methodology 116
Analysis and discussion 117
Implications 124
Considerations 124
Of interest 125
References 125
Chapter 8 Disaffected youth: Intersections of class and ethnicity 129
Mohamed Moustakim
Introduction 129
Background 131
Key theoretical concepts 132
Methodology 135
Analysis and discussion 136
Implications 139
Considerations 142
Of interest 142
References 142
Part 3 Using Critical Theory
145
Chapter 9 Culture, hybridity and globalisation: Rethinking multicultural
education in schools 146
Megan Watkins
Introduction 146
Background 148
Key theoretical concepts 151
Methodology 153
Analysis and discussion 154
Implications 158
Considerations 159
Of interest 159
References 160
Chapter 10 Social class and the classroom: A reflection on the role
of schooling and mothering in the production and reproduction
of disadvantage and privilege 163
Kate Huppatz
Introduction 163
Background 164
Key theoretical concepts 167
Methodology 169
Analysis and discussion 170
Implications 177
Considerations 177
Of interest 178
References 178
Chapter 11 Digital literacies: Understanding the literate practices
of refugee kids in an after-school media club 180
Karen Dooley
Introduction 181
Background 182
Key theoretical concepts 184
Methodology 186
Analysis and discussion 188
Implications 191
Considerations 192
Of interest 193
References 193
Chapter 12 Reflections on language and literacy: Recognising
what young people know and can do 1^6
Jacqueline D warte
Introduction 196
Background 197
Key theoretical concepts 199
Methodology 203
Analysis and discussion 205
Implications 209
Considerations 210
Of interest 211
References 211
Chapter 13 Final ruminations on the unseen half 214
Jacqueline Ullman, Criss Jones Diaz and Tania Ferfolja
Making the unseen seen 214
Theoretical perspectives for reflective and reflexive practice 217
Protective qualities of theory 218
Considerations 220
Of interest 221
References 221
Index 223
Understanding
Sociological Theory
for Educational
Practices
In contemporary classrooms, it is crucial for teachers to have a thorough under-
standing of sociological issues in education. Understanding Sociological Theory for
Educational Practices addresses sociological theory, highlighting its relevance to policy,
curriculum and practice for the pre-service teacher education student.
The book explores a range of sociological issues related to diversity, disadvan-
tage, discrimination and marginalisation, contributing to the preparation of future
teachers for work in a range of educational contexts. It seeks to dispel the traditional
‘one-size-fits-alT notion of education, encouraging future teachers to think critically
and reflexively in terms of creating a welcoming and equitable student environment
through knowledge, inclusion and understanding.
Understanding SociologicalTheory for Educational Practices is an invaluable resource
for primary, secondary and early childhood pre-service teacher education students
as they prepare to navigate the diversity of the modem classroom. It is also an
excellent resource for practitioners and researchers interested in issues of diver-
sity and difference in education.
Tania Ferfolja is a Senior Lecturer in Social and Cultural Diversity at the University
of Western Sydney.
Criss Jones Diaz is a Senior Lecturer in Diversity Studies and Language Education
at the University of Western Sydney.
Jacqueline Ullman is a Lecturer in Adolescent Development, Behaviour and
Wellbeing at the University of Western Sydney.
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