Experienced Teachers' Perspectives on Cultural and Social Class Diversity: Which Differences Matter?

Allard, Andrea; Santoro, Ninetta

doi:10.1080/10665680801957253

Cited by 20 publications

(28 citation statements)

References 22 publications

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“…Several studies call for prospective teachers to critically examine and constantly work toward unlearning their stereotypes and assumptions (Akom, 2009;Allard & Santoro, 2008;DiAngelo & Sensoy, 2010;Heilman, 2010). Preservice teacher education can challenge teachers' ideologies that have negative effects on diverse students, such as individualism, meritocracy, colorblindness, and White privilege.…”

Section: Counter Problematic Ideologiesmentioning

confidence: 98%

“…Our reading of the literature suggests that identity axes interact to produce oppression and privilege in schools, so intersectional analyses and practices should be part of our toolbox for increasing student achievement (Akom, 2009;Allard & Santoro, 2008). Teachers need to develop and strategically use intersectional knowledge about their students' backgrounds for instructional purposes (Grant & Sleeter, 2007).…”

Section: Intersectionality Supports Teaching and Learning That Promotmentioning

confidence: 98%

“…Preservice teacher educators can support students' development of a critical lens for thinking about diverse students and their families and communities (Akom, 2009;Allard & Santoro, 2008;DiAngelo & Sensoy, 2010;Ensign, 2009). Ensign (2009) surveyed preservice teachers asking them: "When some students in your classroom are not doing well, why might that be?"…”

Section: Foster Critical Consciousnessmentioning

confidence: 99%

“…Recent studies suggest that because socially constructed categories of difference influence student outcomes (Chapman, Lamborn & Epps, 2010), preservice teachers should be prepared to strategically consider students' identity axes in their curricular and pedagogical decisions (Akom, 2009;Allard & Santoro, 2008;DiAngelo & Sensoy, 2010;Ensign, 2009;Heilman, 2010). DiAngelo and Sensoy (2010) assert: "They [preservice teachers] are beginning to realize that contrary to what they have always believed, socially-constructed categories of difference (such as gender, race, ability) rather than merit alone, do matter and contribute significantly to students' experiences, outcomes for success, and future life opportunities" (p. 97).…”

Section: Preservice Teacher Educationmentioning

confidence: 99%

See 3 more Smart Citations

Intersectionality and Student Outcomes: Sharpening the Struggle against Racism, Sexism, Classism, Ableism, Heterosexism, Nationalism, and Linguistic, Religious, and Geographical Discrimination in Teaching and Learning

Grant

Zwier

2011

Multicultural Perspectives

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In this article the authors consider NAME's focus on intersectionality as a tool for theorizing, researching, and employing in pre-K through college practice at preservice and inservice levels. A review of research using three or more identity axes to investigate student outcomes is included. The authors also discuss the benefits of analyzing educational questions intersectionally, noting cautions.The most general statement of our politics at the present time would be that we are actively committed to struggling against racial, sexual, heterosexual, and class oppression, and see as our particular task the development of integrated analysis and practice based upon the fact that the major systems of oppression are interlocking. The synthesis of these oppressions creates the conditions of our lives.-The Combahee River Collective Statement, 1977

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Section: Counter Problematic Ideologiesmentioning

confidence: 98%

Section: Intersectionality Supports Teaching and Learning That Promotmentioning

confidence: 98%

Section: Foster Critical Consciousnessmentioning

confidence: 99%

Section: Preservice Teacher Educationmentioning

confidence: 99%

See 2 more Smart Citations

Intersectionality and Student Outcomes: Sharpening the Struggle against Racism, Sexism, Classism, Ableism, Heterosexism, Nationalism, and Linguistic, Religious, and Geographical Discrimination in Teaching and Learning

Grant

Zwier

2011

Multicultural Perspectives

View full text Add to dashboard Cite

show abstract

“…Teachers' tendency to categorise students as 'other' overlooked their diverse life experiences, educational experiences and social class positions within ethnic groups. What teachers saw as a positive pedagogic focus on the 'unique individual' was found to mask how school practices may discriminate against groups who are not positioned for whatever reason as part of the 'norm' and may make invisible collective group experiences of inequalities which are discursively produced (Allard and Santoro 2008). So we should not write off students who have 'dropped out' of schooling to take up 'dead end' jobs without training, for research has shown many to be 'making a life' for themselves involving workplace learning (Quinn et al 2008).…”

Section: Mainly Unemployed (Continuous or Almost Continuous Unemploymmentioning

confidence: 99%

Making the most of the mosaic: facilitating post-school transitions to higher education of disadvantaged students

Abbott‐Chapman

2011

Aust. Educ. Res.

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Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students' education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking a 'second chance' education. Challenges faced by students in their transitions to higher education are made more complex because of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation, especially relating to 'academic' and 'vocational' education and training, and the horizontal stratification of regional, rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students' situations, starting at the school level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up of higher education places are discussed in the context of discursive constructions of 'disadvantage' and 'choice' in late modernity. Research highlights the need to facilitate students' post-school transitions by developing student resilience, institutional responsiveness and policy reflexivity through transformative education.

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Deconstructing Social Class Identity and Teacher Privilege in the Second Language Classroom

Glodjo

2016

TESOL Journal

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Through a pedagogical lens, this literature review highlights how social class, as a primary analytical construct for understanding identity in English language learner instruction, interacts with teacher class identity while creating implications for teaching and learning. In the past two decades, race, class, and gender have been the foci in TESOL identity research, yet race and gender have often been privileged as primary constructs of analysis while class is relegated to tertiary status. The article reviews poststructuralist identity theories in linguistics/TESOL to analyze the concept of multiple subjectivities as dynamic, shifting, conflicting, and situated in particular sociohistorical contexts. Then, through a multidisciplinary approach, the author discusses teacher identity conceptualization and draws from TESOL research on race/racial privilege to illustrate ways in which teacher privilege may result from student positionality based on social class for English language learners in primary and secondary public schools. Concluding with implications for the field, the author suggests future avenues of research on social class in the second language classroom.

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Experienced Teachers' Perspectives on Cultural and Social Class Diversity: Which Differences Matter?

Cited by 20 publications

References 22 publications

Intersectionality and Student Outcomes: Sharpening the Struggle against Racism, Sexism, Classism, Ableism, Heterosexism, Nationalism, and Linguistic, Religious, and Geographical Discrimination in Teaching and Learning

Intersectionality and Student Outcomes: Sharpening the Struggle against Racism, Sexism, Classism, Ableism, Heterosexism, Nationalism, and Linguistic, Religious, and Geographical Discrimination in Teaching and Learning

Making the most of the mosaic: facilitating post-school transitions to higher education of disadvantaged students

Deconstructing Social Class Identity and Teacher Privilege in the Second Language Classroom

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