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

Ninetta Santoro

    Research output: Book chapter/Published conference paperConference paperpeer-review

    Abstract

    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.
    Original languageEnglish
    Title of host publicationTeacher education between theory and practice
    Subtitle of host publicationThe end of theory, the future of practice? Proceedings of the 29th annual ATEE conference
    EditorsA. Libotton
    Place of PublicationEurope
    PublisherATEE
    Pages1-19
    Number of pages19
    Publication statusPublished - 2005
    EventAssociation for Teacher Education in Europe (29th : 2004 : Italy) - Agrigento, Italy, Italy
    Duration: 23 Oct 200427 Oct 2004

    Conference

    ConferenceAssociation for Teacher Education in Europe (29th : 2004 : Italy)
    Country/TerritoryItaly
    Period23/10/0427/10/04

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