Socio-economic disadvantage, literacy and social justice: Learning from longitudinal case study research

Comber, Barbara; Hill, Sue

doi:10.1007/bf03219732

Cited by 29 publications

(12 citation statements)

References 11 publications

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“…'De cit' explanations that individualise failure in students (often living in poverty and other disadvantaging circumstances) and their teachers (often in public schools) have been deployed to serve these agendas. They have effectively shifted the blame for social disadvantage from dominant interests to their victims, and to health, education and welfare professionals who work with them (Apple, 2000;Comber & Hill, 2000). In contrast, critical insight into the educational construction of advantage and disadvantage in contemporary social, cultural and pedagogic conditions is required if teachers are to re-invigorate social justice agenda for the sake of the children in our increasingly divided societies who cannot say with optimism that 'all the things are well done by "my dear mother"-the Party' (or its local equivalent).…”

Section: Discussionmentioning

confidence: 99%

Re-envisioning Teacher Preparation: Lessons from China

Dooley¹

2001

Journal of Education for Teaching

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Stereotypes of the 'Chinese learner' have been extensively investigated, leading to the conclusion that knowledge about the social, cultural and pedagogic origins of Chinese students' dispositions to learning should be incorporated into programs preparing teachers for China service. In this paper it is suggested that teacher education initiatives of this type should redress sociological blindness about the particularity of local pedagogic contexts. A case study of the production of 'obedient' students in the Chinese school system during the 1990s is presented, illustrating sociological tools that enable analysis of the origin of students' dispositions to learning in particular conditions. The recommendation is that such tools be incorporated into teacher education for domestic, as well as international contexts, given the critical insight that is required if teachers are to provide equitably for all students in conditions of increasing cultural diversi cation and re-traditionalisation of education.

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Section: Discussionmentioning

confidence: 99%

Re-envisioning Teacher Preparation: Lessons from China

Dooley¹

2001

Journal of Education for Teaching

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“…Through their curriculum, pedagogy and assessment, teachers can either: silence students by denying their voice, that is, by refusing to allow them to speak from their own histories, experiences, and social positions, or [they] can enable them to speak by being attentive to how different voices can be constituted within specific pedagogical relations so as to engage their histories and experiences in both an affirmative and critical way. (Giroux, 1990, p. 91) Instead of being a site of 'disjunction and dislocation' (Comber & Hill, 2000), schools can relate curricula to students' worlds, making the classroom more inclusive by legitimating locally produced knowledge. While schools need to create an environment that values and appreciates cultural differences, recognising the cultural symbols that are important to their students does not mean that teachers 'abandon their responsibility to make [academic] judgments … for the young, nor does it mean that they adopt a vacuous cultural relativism' (Dyson, 1997, p. 180).…”

Section: It Should Be Clear Then Thatmentioning

confidence: 99%

Reproduction and transformation of inequalities in schooling: the transformative potential of the theoretical constructs of Bourdieu

Mills

2008

British Journal of Sociology of Education

179

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This article is concerned with the theoretical constructs of Bourdieu and their contribution to understanding the reproduction of social and cultural inequalities in schooling. While Bourdieu has been criticised for his reproductive emphasis, this article proposes that there is transformative potential in his theoretical constructs and that these suggest possibilities for schools and teachers to improve the educational outcomes of marginalised students. The article draws together three areas of contribution to this theme of transformation; beginning by characterising habitus as constituted by reproductive and transformative traits and considering the possibilities for the restructuring of students' habitus. This is followed by a discussion of cultural capital and the way that teachers can draw upon a variety of cultural capitals to act as agents of transformation rather than reproduction. The article concludes by considering the necessity of a transformation of the field to improve the educational outcomes of marginalised students.

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“…This pre-service teacher explicitly works against the fact that many schools continue to give priority to the stories of the lives enjoyed by 'well-off, highly educated and socially conforming groups' (Hattam, Shacklock & Smyth, 1998). However, she also recognises that there is mutual benefit for marginalised and dominant students alike in catering for As is illustrated here, instead of being a site of 'disjunction and dislocation' (Comber & Hill, 2000), schools can relate curricula to students' worlds and in doing so make the classroom more inclusive. That is, teachers can engage students' histories and experiences in both an affirmative and critical way (Giroux, 1990).…”

Section: (Kim Interview 1)mentioning

confidence: 91%

When ‘picking the right people’ is not enough: A Bourdieuian analysis of social justice and dispositional change in pre-service teachers

Mills

2012

International Journal of Educational Research

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Teacher educators across the world face a daunting task: preparing predominantly White, middle class, pre-service teachers to be effective educators of diverse students.With predispositions arguably more powerful socialising influences than pre-service education (Lortie, 1975), selective recruitment has been advocated: 'picking the right people' rather than trying to 'change the wrong ones' (Haberman, 1991a). This article focuses on changes over time in dispositions towards social justice in two of 'the right people'. Drawing on Bourdieu, it analyses tensions between the habitus of Australian secondary pre-service teachers and the field of schooling practices. It argues for the arrangement of practicum placements (i) with supervising teachers with recognitive dispositions towards social justice; and (ii) that facilitate engagement with students from diverse backgrounds.

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Socio-economic disadvantage, literacy and social justice: Learning from longitudinal case study research

Cited by 29 publications

References 11 publications

Re-envisioning Teacher Preparation: Lessons from China

Re-envisioning Teacher Preparation: Lessons from China

Reproduction and transformation of inequalities in schooling: the transformative potential of the theoretical constructs of Bourdieu

When ‘picking the right people’ is not enough: A Bourdieuian analysis of social justice and dispositional change in pre-service teachers

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