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

Santoro, N. 2004, Ethnicity, social class, practice and pedagogy : a study of teacher identity, in ATEE conference proceedings: Teacher Education between Theory and Practice: The end of theory ... the future of practice?, ATEE, Italy, pp. 1-19.

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Title Ethnicity, social class, practice and pedagogy : a study of teacher identity
Author(s) Santoro, N.
Conference name ATEE conference (29th : 2004 : Agrigento, Italy)
Conference location Agrigento, Italy
Conference dates 23-27 Oct. 2004
Title of proceedings ATEE conference proceedings: Teacher Education between Theory and Practice: The end of theory ... the future of practice?
Publication date 2004
Start page 1
End page 19
Total pages 19 p.
Publisher ATEE
Place of publication 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 theirrepresentations 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.
Notes School of Social & Cultural Studies in Education. Paper presented to the 29th Annual Conference of the Association for Teacher Education in Europe, ‘The End of Theory, the Future of Practice?’ October 23-27, Agrigento, Italy.
Language eng
Field of Research 139999 Education not elsewhere classified
HERDC Research category EN Other conference paper
Persistent URL http://hdl.handle.net/10536/DRO/DU:30014304

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