`A bit of a chameleon act`: a case study of one teacher`s understandings of diversity

Allard, Andrea 2006, `A bit of a chameleon act`: a case study of one teacher`s understandings of diversity, European journal of teacher education, vol. 29, no. 3, pp. 319-340, doi: 10.1080/02619760600795155.

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Title `A bit of a chameleon act`: a case study of one teacher`s understandings of diversity
Author(s) Allard, Andrea
Journal name European journal of teacher education
Volume number 29
Issue number 3
Start page 319
End page 340
Publisher Routledge
Place of publication London, Eng.
Publication date 2006-08
ISSN 0261-9768
Keyword(s) diversity
cultural differences
socio-economic status
gender identity
post-structural theory
teacher knowledge
socially just pedagogies
Summary While for political, economic and social justice reasons, there is now an emphasis on ensuring that all children achieve educationally, including those whose ethnicity, 'race' or socio-economic status are different from the dominant culture, multiple and often contradictory discourses operate concerning how teachers should work with diversity. Within post-structural theories, 'race', socio-economic status, gender and ethnicity are theorised as fluid, dynamic and interconnected categories of identity. In this article, working with post-structuralist concepts including notions of 'discourse', 'subjectivities', and 'investments', I briefly review a number of discourses around identities and difference that play out within education, particularly in Australia, but with reference to research in North America, and the United Kingdom as well. I then draw on research data to present a case study of one teacher's perspective on diversity. Using his childhood experiences of being both an 'insider' and 'outsider' in mainstream culture, I speculate on how his subjectivities shape and are shaped by his professional identity and relations with students. I discuss his understanding of diversity and of socially just pedagogies in light of current discourses and consider some implications for how teacher education might develop richer, more complex understandings of diversity.
Language eng
DOI 10.1080/02619760600795155
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003516

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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