Destabilising Privilege: Disrupting Deficit Thinking in White Pre-service Teachers on Field Experience in Culturally Diverse, High Poverty Schools
Lampert, Jo, Burnett, Bruce, & Morse, Kristie (2015) Destabilising Privilege: Disrupting Deficit Thinking in White Pre-service Teachers on Field Experience in Culturally Diverse, High Poverty Schools. In Ferfolja, Tania, Jones-Diaz, Criss, & Ullman, Jacqueline (Eds.) Understanding Sociological Theory for Educational Practices. Cambridge University Press, Melbourne, Victoria, pp. 76-89.
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This chapter examines the personal reflections and experiences of several pre-service and newly graduated teachers, including Kristie, who were involved in the NETDS program. Their documented professional journeys, which include descriptions of struggling when their privileged, taken-for-granted ways of being were destabilized, and grappling with tensions related to their own predispositions and values, are investigated in the context of Whiteness and privilege theory.
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|Item Type:||Book Chapter|
|Keywords:||teacher education, field experience, defecit thinking|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 Cambridge University Press|
|Deposited On:||16 Jun 2015 23:09|
|Last Modified:||14 Dec 2015 07:43|
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