Disadvantage Keywords in Teacher Education
Produktdetaljer
Om bidragsyterne
Jo Lampert is Professor of Social Inclusion and Teacher Education and Director of the NEXUS Alternative Pathway into Teaching at La Trobe University, Australia.
Jane Wilkinson is Professor of Educational Leadership at Monash University, Australia.
Mervi Kaukko is Associate Professor of Multicultural Education at Tampere University, Finland.
Rocío García-Carrión is Ikerbasque Research Fellow at the University of Deusto, Spain.
An accessible and thought-provoking contribution to a debate in education, one which has far-reaching consequence not only for teachers, but for society as a whole.
- Maureen Robinson, Emeritus Professor, Faculty of Education, Stellenbosch University, South Africa,
The book, offering a cutting-edge analysis of the assumption of disadvantage and its use in teacher education theory and practice, is a must-read book for any educator caring equity in education.
- Qiming Mao, Professor in the Faculty of Education, Central China Normal University, China,
Recognition of disadvantage is seen as crucial in preparing socially just teachers who can recognize and address inequities, and this engaging guide provides innovative strategies to reflect on disadvantage. Coupled with its discursive partners, inclusion and diversity, trainee teachers are asked to engage with theories of disadvantage, and advised to recognize, support and lead change for students who historically experience high levels of exclusion and marginalization. But what does disadvantaged mean?
In this book, the authors draw together international perspectives to explore the subtle and complex differences produced by the keyword disadvantage in different geo-political contexts, and look at the political, historical, social, and cultural significance of the word. They showcase narratives from the subjects of disadvantage, including indigenous perspectives. They include standpoints from immigrants, asylum seekers and refugees and consider the intersectional nature of disadvantage, for instance, the experiences of LGBTQI+ groups who are living in poverty.
Series Editors Foreword
1. Introducing ‘Disadvantage’
2. Disadvantage and Intersectionalities
3. What do Teachers Learn about Disadvantage?
4. Interviews from Inside Disadvantage
5. Praxis, Hope and Innovative Strategies for Pre-Service Teachers
References
Index
Taking cultural theorist Raymond Williams’s concept as an organizing device, the Keywords in Teacher Education series offers short, accessibly written books on the most pressing and challenging ideas in the field. Teacher education has a high profile in public policy and professional debates given the enduring associations between how teachers are prepared and how well their students do in school. At the same time, research perspectives on the important topics in the field are increasingly polarized with important consequences for the kind of teacher and the qualities of teaching that are most valued. Written by internationally recognized experts, these titles offer analyses both of the historical emergence and the consequences of the different positions in these debates.
Editorial Board:
Jo Lampert (Monash University, Australia)
Qiming Mao (Central China Normal University, China)
Maureen Robinson (Stellenbosch University, South Africa)
Ken Zeichner (University of Washington, USA)
Produktdetaljer
Om bidragsyterne
Jo Lampert is Professor of Social Inclusion and Teacher Education and Director of the NEXUS Alternative Pathway into Teaching at La Trobe University, Australia.
Jane Wilkinson is Professor of Educational Leadership at Monash University, Australia.
Mervi Kaukko is Associate Professor of Multicultural Education at Tampere University, Finland.
Rocío García-Carrión is Ikerbasque Research Fellow at the University of Deusto, Spain.