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Troubling identities : teacher education students' constructions of class and ethnicity

Santoro, Ninetta and Allard, Andrea 2003, Troubling identities : teacher education students' constructions of class and ethnicity, in NZARE/AARE 2003 : Educational research, risks and dilemmas : New Zealand Association for Research in Education and the Australian Association for Research in Education, [Australian Association for Research in Education], [Coldstream, Vic.], pp. 1-12.

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Title Troubling identities : teacher education students' constructions of class and ethnicity
Author(s) Santoro, Ninetta
Allard, Andrea
Conference name NZARE/AARE Joint Conference (2003 : Auckland, N.Z.)
Conference location Auckland, New Zealand
Conference dates 29 November - 3 December 2003
Title of proceedings NZARE/AARE 2003 : Educational research, risks and dilemmas : New Zealand Association for Research in Education and the Australian Association for Research in Education
Editor(s) van Til, E.
Publication date 2003
Start page 1
End page 12
Publisher [Australian Association for Research in Education]
Place of publication [Coldstream, Vic.]
Summary This paper reports on a research project that explored how student teachers understand ethnic and classed difference as it relates to themselves and their students. Discourses of schooling can shape students ethnic and classed identities, frequently positioning non-mainstream students as 'other' and marginalizing them. Significant numbers of our teacher education students have limited experience of diverse educational settings, having mainly attended white middle-class schools as students and as student teachers. Working with diverse student populations productively depends on teachers recognising and valuing difference. The ways in which they engage with students whose ethnic and classed identities are different from their own is important in creating learning environments that build on and engage with diversity.

In a preliminary stage of the research we asked eight third-year teacher education students to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they did (not) think about themselves as having ethnic or classed identities.

In this paper we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation: troubling and complex. We also consider the implications for teacher education.
ISSN 1176-4902
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
HERDC Research category L2 Full written paper - non-refereed (minor conferences)
Copyright notice ©2003, The Author
Persistent URL http://hdl.handle.net/10536/DRO/DU:30013922

Document type: Conference Paper
Collections: School of Social and Cultural Studies in Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.