Understanding Sociological Theory for Educational Practices最新文献

Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on professional experience in culturally diverse, high-poverty schools 破坏稳定的特权:打破白人职前教师在多元文化、高度贫困学校的专业经验中的缺陷思维

Understanding Sociological Theory for Educational Practices Pub Date : 2018-06-04 DOI: 10.1017/9781108378482.007

Bruce Burnett, J. Lampert

引用次数: 0

Reflections on language and literacy: Recognising what young people know and can do 对语言和读写能力的反思:认识到年轻人的知识和能力

Understanding Sociological Theory for Educational Practices Pub Date : 2018-06-04 DOI: 10.1017/9781108378482.014

Jacqueline D’warte

引用次数: 0

Silences in growing up bi/multilingual in multicultural globalised societies: Educators’, families’ and children's views of negotiating languages, identity and difference in childhood 多元文化全球化社会中双/多语成长中的沉默:教育者、家庭和儿童对谈判语言、身份和童年差异的看法

Understanding Sociological Theory for Educational Practices Pub Date : 2018-06-04 DOI: 10.1017/9781108378482.009

Criss Jones Díaz

引用次数: 0

‘Disaffected’ youth: Intersections of class and ethnicity “心怀不满”的青年:阶级和种族的交集

Understanding Sociological Theory for Educational Practices Pub Date : 2018-06-04 DOI: 10.1017/9781108378482.010

M. Moustakim

引用次数: 2

Regulating ‘gender climate’: Exploring the social construction of gender and sexuality in regional and rural Australian schools 调节“性别气候”:探索澳大利亚地区和农村学校中性别和性行为的社会建构

Understanding Sociological Theory for Educational Practices Pub Date : 2018-06-04 DOI: 10.1017/9781108378482.006

J. Ullman

引用次数: 1

More than cultural celebrations: Indigenous identities in school settings 不仅仅是文化庆祝:学校环境中的土著身份

Understanding Sociological Theory for Educational Practices Pub Date : 2018-06-04 DOI: 10.1017/9781108378482.008

M. Shay

{"title":"More than cultural celebrations: Indigenous identities in school settings","authors":"M. Shay","doi":"10.1017/9781108378482.008","DOIUrl":"https://doi.org/10.1017/9781108378482.008","url":null,"abstract":"Australian research on Indigenous education has been based on deficit notions of cultural difference as the inhibitor to educational parity between Indigenous and non-Indigenous young people. Research from the 1970s focused on ‘why’ Indigenous young people were not succeeding in conventional school settings, and ‘how’ schools could engage and improve outcomes for Indigenous young people. In the following four decades, there has been limited research on the types of learning within which Indigenous young people have subsequently re-engaged after being disengaged. \u0000 \u0000The research presented in this chapter focuses on the specific Australian schooling site termed ‘flexi schools’. The term describes a model of schooling outside conventional education addressing the needs of disenfranchised young people. There is an array of flexible schooling programs operating in Australia with the distinct aim of re-engagement (te Riele, 2007). Given the high numbers of Indigenous young people disengaging from conventional schooling and the disparity in educational outcomes between Indigenous and non-Indigenous young people (Australian Government, 2013), it is not surprising that there are high numbers of Indigenous young people engaged in flexi schools (Shay, 2013).","PeriodicalId":402731,"journal":{"name":"Understanding Sociological Theory for Educational Practices","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124806087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Culture, hybridity and globalisation: Rethinking multicultural education in schools 文化、混杂与全球化:对学校多元文化教育的再思考

Understanding Sociological Theory for Educational Practices Pub Date : 2018-06-04 DOI: 10.1017/9781108378482.011

M. Watkins

引用次数: 0

Digital literacies: Understanding the literate practices of refugee kids in an after-school media club 192 数字识字:了解难民儿童在课后媒体俱乐部的识字实践[j]

Understanding Sociological Theory for Educational Practices Pub Date : 2018-06-04 DOI: 10.1017/9781108378482.013

K. Dooley

{"title":"Digital literacies: Understanding the literate practices of refugee kids in an after-school media club 192","authors":"K. Dooley","doi":"10.1017/9781108378482.013","DOIUrl":"https://doi.org/10.1017/9781108378482.013","url":null,"abstract":"Since the 2000s, teachers in an increasing number of Australian schools have been learning how to support students with refugee backgrounds. For some of these students, entry into the Australian school system is not easy. English literacy is integral to some of the challenges confronting the students. In response, educators have been developing and researching ways of engaging with the students’ language and literacy learning. Much of the focus has been on traditional print-based school literacies. In contrast, I look here at student engagement in digital literacies in an after-school media club. \u0000 \u0000Several concepts from the theory of French sociologist, Pierre Bourdieu are useful for understanding the position of students of refugee background in the Australian school system. Like other conflict theories, Bourdieusian theory has sometimes been criticised as ‘pessimistic’, that is, for suggesting that schools necessarily reproduce social disadvantage. However, others have used Bourdieusian theory to analyse and critique the reproductive work of schooling for groups of students who experience educational disadvantage. I align myself with this latter tradition. Specifically, I use Bourdieu’s triad of concepts to explain aspects of the literacy education experiences of some young people of refugee background: field, capital and habitus. In particular, I look at questions of the legitimation of students’ competences as capital in literate fields within and beyond the school context. \u0000 \u0000Data are drawn from an Australian Research Council-funded project, Digital Learning and Print Literacy: A design experiment for the reform of low socio-economic, culturally diverse schools (2009-14). The data analysed in this chapter include interviews and observations relating to the participation of two Congolese girls in an after school media club. Implications are drawn for teachers of literacy in culturally and linguistically diverse contexts. Consideration is made of early childhood, primary and secondary settings.","PeriodicalId":402731,"journal":{"name":"Understanding Sociological Theory for Educational Practices","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128533564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Gender and sexuality diversity, policy framings and the construction of the subject 性别和性的多样性，政策框架和主体的建设

Understanding Sociological Theory for Educational Practices Pub Date : 2018-06-04 DOI: 10.1017/9781108378482.005

Tania Ferfolja

引用次数: 0

Final ruminations on the ‘unseen half’ 对“看不见的一半”的最后反思

Understanding Sociological Theory for Educational Practices Pub Date : 2018-06-04 DOI: 10.1017/9781108378482.015

J. Ullman, Criss Jones Díaz, Tania Ferfolja

引用次数: 0