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Ethnicity, social class, practice and pedagogy: a study of teacher identity

Santoro, Ninetta 2004, Ethnicity, social class, practice and pedagogy: a study of teacher identity, in Teacher education between theory and practice: The end of theory, the future of practice? Proceedings of the 29th annual ATEE conference, ATEE, [Milan, Italy], pp. 1-19.

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Title Ethnicity, social class, practice and pedagogy: a study of teacher identity
Author(s) Santoro, Ninetta
Conference name Association for Teacher Education in Europe (29th : 2004 : Italy)
Conference location Italy
Conference dates 23 - 27 October 2004
Title of proceedings Teacher education between theory and practice: The end of theory, the future of practice? Proceedings of the 29th annual ATEE conference
Editor(s) Libotton, A.
Publication date 2004
Start page 1
End page 19
Publisher ATEE
Place of publication [Milan, Italy]
Summary 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.
Language eng
Field of Research 160809 Sociology of Education
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2005
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005791

Document type: Conference Paper
Collection: School of Social and Cultural Studies in Education
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