Experienced teachers' perspectives on cultural and social class diversity : which differences matter?

Allard, Andrea and Santoro, Ninetta 2008, Experienced teachers' perspectives on cultural and social class diversity : which differences matter?, Equity & excellence in education, vol. 41, no. 2, pp. 200-214, doi: 10.1080/10665680801957253.

Attached Files
Name Description MIMEType Size Downloads

Title Experienced teachers' perspectives on cultural and social class diversity : which differences matter?
Author(s) Allard, Andrea
Santoro, Ninetta
Journal name Equity & excellence in education
Volume number 41
Issue number 2
Start page 200
End page 214
Publisher Routledge
Place of publication Abingdon, England
Publication date 2008-04
ISSN 1066-5684
Summary This article reports on a pilot study that investigated the beliefs, values, and pedagogies of experienced high school teachers who worked with student populations of non-English speaking and economically disadvantaged immigrants or refugees in Australia. Qualitative research methods, including focus groups and in-depth individual interviews with teachers, produced data that were examined using Critical Discourse Analysis. Close reading of the teachers' comments suggests that there are a number of key discourses that teachers use to make sense of differences among culturally diverse and economically disadvantaged groups of students. Specifically, teachers distinguish between cultural groups on the basis of students' life experiences prior to arrival in Australia; students' collective and individual educational experiences; and the different social class positioning of students within the same ethnic group. In their comments, teachers at times categorised students in generalised and stereotypical ways but also were able to critique and reflect on their personal assumptions. An analysis of the teachers' reflections provides insights into how they made sense of “diversity” and how, as teachers, they try to work productively with ethnically diverse and economically disadvantaged students.
Language eng
DOI 10.1080/10665680801957253
Field of Research 160809 Sociology of Education
Socio Economic Objective 970116 Expanding Knowledge through Studies of Human Society
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
HERDC collection year 2008
Copyright notice ©2008, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30017928

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 16 times in TR Web of Science
Scopus Citation Count Cited 18 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 877 Abstract Views, 39 File Downloads  -  Detailed Statistics
Created: Fri, 14 Aug 2009, 13:58:47 EST

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.