Ethnicity, social class, practice and pedagogy: a study of teacher identity
Contribuinte(s) |
Libotton, A. |
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Data(s) |
01/01/2004
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Resumo |
This paper draws on findings from three separate research projects to illustrate how teachers' and student-teachers' ethnic and social class identities shape their representations of professional self, their interactions with their students and the pedagogies they privilege in their classes. The paper raises a number of important implications for teacher education seeking to prepare teachers for culturally diverse contexts such as Australian classrooms. It concludes that a major challenge for teacher educators is to find ways of enabling their students to interrogate often taken-for-granted assumptions about their own ethnic and classed positionings.<br /> |
Identificador | |
Idioma(s) |
eng |
Publicador |
ATEE |
Relação |
http://dro.deakin.edu.au/eserv/DU:30005791/santoro-ethnicitysocialclass-2004.pdf http://www.atee1.org/ |
Tipo |
Conference Paper |