Multiplicity in the making: Towards a praxis-oriented approach to professional development

Jane Wilkinson, L. Forsman, Andrew Langat

Research output: Contribution to journalArticlepeer-review

9 Citations (Scopus)

Abstract

In this paper we explore some challenges, constraints and possibilities for creating inclusive multicultural practices in previously monocultural education settings. Two sites are examined: one a regional high school in Australia, which has become more ethnically heterogeneous through an increase in predominantly African students of refugee origin; the other, a Swedish-medium primary-school setting in Finland with a slow but significant increase in the number of immigrant students. Utilising the theoretical lens of practice architectures, we focus on the key role that educators' practices play in ethnically diverse learners' identity formation, as part of the process of 'multiplicity in the making'. We suggest how schools can foster more inclusive classroom practices, through adopting a praxis-oriented approach to teachers' professional development.
Original languageEnglish
Pages (from-to)488-512
Number of pages25
JournalProfessional Development in Education
Volume39
Issue number4
DOIs
Publication statusPublished - 2013

Fingerprint

Dive into the research topics of 'Multiplicity in the making: Towards a praxis-oriented approach to professional development'. Together they form a unique fingerprint.

Cite this