Working with ‘Diverse Bodies, Diverse Identities’: an approach to professional education about ‘diversity’

D’Cruz, Heather

doi:10.1080/13603110500375457

Cited by 18 publications

(11 citation statements)

References 21 publications

(31 reference statements)

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“…As populations in contemporary Western societies grow more diverse, the need for teachers to better understand and work with difference productively becomes increasingly critical (Allard & Santoro, 2006;D'Cruz, 2007). Indeed, the growing disparity between teachers' and students' cultural experiences -a situation that may result in cultural discontinuity, or ''misunderstandings between the teachers and students in the classroom'' (Au, 1993, p. 8) -can impact negatively upon students' educational outcomes (Delpit, 1995).…”

Section: Diversity and Schooling: Teachers Making A Differencementioning

confidence: 97%

Making a difference: moving beyond the superficial treatment of diversity

Mills

2008

Asia-Pacific Journal of Teacher Education

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Section: Diversity and Schooling: Teachers Making A Differencementioning

confidence: 97%

Making a difference: moving beyond the superficial treatment of diversity

Mills

2008

Asia-Pacific Journal of Teacher Education

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“…As populations in contemporary Western societies grow more diverse, the need for teachers to better understand and work with difference productively becomes increasingly critical (Allard & Santoro, 2006;D'Cruz, 2007). However, while most teachers are competent in their subject areas, Sogunro (2001) argues that they lack adequate knowledge, skills and attitudes that are necessary to successfully teach diverse student populations.…”

Section: Introductionmentioning

confidence: 99%

Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change

Mills

Ballantyne

2010

Teaching and Teacher Education

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This article explores Australian pre-service teachers' beliefs about and attitudes towards diversity. Building on Garmon's (2004) argument that there are three dispositional factors that influence students' likelihood of developing multicultural awareness and sensitivity in teacher education programmes, the authors explore the relationship between such dispositions as exhibited in students' autoethnographic work. In so doing, the authors posit that these dispositions may be hierarchically developed: beginning from 'self-awareness/self-reflectiveness'; moving towards 'openness'; and finally a 'commitment to social justice'. After exploring the nature of this hierarchical development through the in-depth investigation of six representative student accounts, the paper concludes by discussing the implications for teacher education, including the necessity to adjust our expectations of changing the dispositions of pre-service teachers in discrete, short courses.

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“…The white and middle class identities of most teachers in western schooling contexts requires specific preparedness and expertise in addressing issues of diversity and justice in schools (Keddie, 2012;Mills, 2008) for as societies grow more diverse, the need for teachers to better understand and work with difference productively becomes increasingly critical (Allard & Santoro, 2006;D'Cruz, 2007). In western contexts such as the United States, the United Kingdom and Australia, there is a critical and growing gap between the rich and poor (OECD, 2014).…”

Section: Definition Of Quality Teaching For Social Justicementioning

confidence: 99%