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‘Fixing’ student deficit in contexts of diversity: another cautionary tale for pre-service teacher education
This article presents one teacher’s perspective on issues of student difference. ‘Elissa’s’ account begins with her views as a pre-service teacher and continues through to her early career teaching. Elissa’s overwhelming tendency to construct students of difference as deficit alongside her efforts to ‘fix’ these deficits to align with an Anglo-Australian middle class ideal strongly resonate with concerns long expressed in the literature about teacher–student cultural discontinuity; teachers’ ill-preparedness for addressing student diversity; and the failure of universities to support pre-service teachers in this respect. Amid broader climates of unprecedented diversity where equity for marginalised groups is a mandated schooling goal, Elissa’s story is another cautionary tale. It further illuminates the gap between the kinds of teachers currently being produced and the kinds of teachers likely to realise social justice through education. As such it provides further warrant for rethinking how best to support teachers to productively address student diversity.
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International journal of pedagogies and learningVolume
7Issue
1Pagination
9 - 19Publisher
Taylor & FrancisLocation
Melbourne, Vic.Publisher DOI
ISSN
2204-0552eISSN
1833-4105Language
engPublication classification
C Journal article; C1.1 Refereed article in a scholarly journalCopyright notice
2012, eContent ManagementUsage metrics
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