| Productive engagements with student difference : supporting equity through cultural recognition.
| Keddie, Amanda
Niesche, Richard | 2013 |
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Title: Productive engagements with student difference : supporting equity through cultural recognition.
Author(s): Keddie, Amanda | Niesche, Richard |
Journal Details: Redress v.22 n.1 p.26-29
Published: April 2013
ISSN: 1039-382X
Abstract: In this paper the focus is on how a group of Australian educators support student equity through cultural recognition and endorses the prevailing imperative of centring students' perspectives and experiences. Such centring remains crucial to educators recognising the partiality and interest within their attempts to 'help' marginalised students and disrupting the relations of teacher privilege and authority that reinscribe domination, control and exclusion. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=198743
Record No: 198743 From EdResearch online
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| Confessions from the performatively confused.
| Williams, R. | 2007 |
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Title: Confessions from the performatively confused.
Author(s): Williams, R. |
Journal Details: Discourse v.28 n.4 p.455-466
Published: December 2007
ISSN: 0159-6306
Abstract: 'Confessions' begins with an auto-ethnographic account of the author's learning-through-movement in a relationship that was intimate, therapeutic, embodied and instructive – with a teacher called Annie. It seems sensible to start with a choreographic teacher of Feldenkrais therapies and theatre-movement to think about the meaning the author imports from her roles as learner, therapist and performer to her roles as educator and feminist – and back again. The author's work with Annie, as her student, brought choreography back into the social science classrooms in which the author teaches, along with an acute awareness of her embodied self as a condition/centre of her pedagogical strategies in teaching the social. Amplifying this experience, the author presents ways of storying and reading her teaching praxis in conventional academic classrooms, as informed by the ways in which she theorises her learning that has occurred outside of them. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596300701625198
Record No: 164024 From EdResearch online
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| Don't mention the war! Controversial issues in the classroom.
| Habgood, K.
Lubitz, L.
Sass, J.
Szmulewicz, A. | 2004 |
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Title: Don't mention the war! Controversial issues in the classroom.
Author(s): Habgood, K. | Lubitz, L. | Sass, J. | Szmulewicz, A. |
Journal Details: Teacher Learning Network v.11 n.1 p.16-17
Published: Summer 2004
ISSN: 1444-1284
Abstract: Education is the place where citizenship begins. Teachers help students engage with controversial social and political issues; they provide them with the skills to evaluate evidence and arguments, and they encourage students to form opinions of their own and to act in pursuit of their beliefs. The question arises then as to how teachers should engage in classroom debates about controversial issues and, most importantly, whether they should feign neutrality or advocate particular values. It is often assumed that teachers who adopt a neutral role fail to model good citizenship behaviour; but teachers who 'preach' to students are also seen in a negative light. A middle ground, however, would see the teacher exploring the question at hand with students as a fellow 'inquiring citizen'. If adopted skilfully, such an approach could facilitate open discussion while providing students with a model of behaviour to which they might aspire as citizens. While the overriding objective in exploring controversial issues is to facilitate development of citizenship behaviours in students, it must be recognised that a precondition for such behaviour is a sense of psychological wellbeing. This is particularly pronounced in the primary context where teachers, as the primary daytime caregivers, are responsible for creating a safe space in which children can process trauma that may arise from being subjected to media reporting and parental discussion of controversial issues. In doing so, teachers need to consider the developmental stages of their students; otherwise how can a deeper understanding of the issues be developed without causing distress? There are a number of ways to alleviate children's experience of trauma. One method is the 'community of inquiry', used in philosophy for children. However, not all students are able to verbalise their feelings. Thus teachers should make available different modes of communication, such as drama, art or dance. But while the exploration of such issues intellectually and artistically can be therapeutic, some students will be more deeply affected, so teachers need to be highly sensitive to student behaviour and aware of post-traumatic stress disorder (PTSD) and its symptoms. The Victorian Government's Framework for Student Support Services describes strategies that schools can adopt to address the wellbeing of their students. The support areas are divided into levels: primary prevention, early intervention, intervention and postvention. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=146229
Record No: 146229 From EdResearch online
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