Reframing social justice: Tensions experienced by novice teachers in an era of high-stakes accountability
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2016
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Resumo |
This paper focuses on specific tensions in relation to social justice and education, addressing the research question: How do early career teachers within high poverty schools reconcile their beliefs about social justice in the light of recent pressures put upon them to produce test-based outcomes for their students? The paper is underpinned by research on teacher education targeting poverty (Cochran-Smith & Zeichner, 2005) as well as critical analyses of what is now counted as equity and social justice, and how these changes are measured and re-articulated (Lingard, Sellar and Savage 2014). The theoretical positioning of the paper situates equity/social justice as mediated by a range of social, cultural and organizational contexts within high poverty schools. |
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application/pdf |
Identificador | |
Relação |
http://eprints.qut.edu.au/94994/3/94994.pdf http://www.aera.net/Publications/OnlinePaperRepository/AERAOnlinePaperRepository/tabid/12720/Default.aspx Burnett, Bruce M. & Lampert, Jo (2016) Reframing social justice: Tensions experienced by novice teachers in an era of high-stakes accountability. In American Educational Research Association Annual Meeting 2016, 8-12 April 2016, Washington DC. http://purl.org/au-research/grants/ARC/LP140100613 |
Direitos |
Copyright 2016 Authors |
Fonte |
School of Cultural & Professional Learning; Faculty of Education |
Palavras-Chave | #130313 Teacher Education and Professional Development of Educators #139999 Education not elsewhere classified #Social Justice #High Stakes Testing #High Poverty Schooling #Low SES Schooling |
Tipo |
Conference Paper |