Abstract
school in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers’ reflexivity about the values and beliefs that underpin their practice.
| Language | English |
|---|---|
| Pages | 429-444 |
| Number of pages | 16 |
| Journal | Race Ethnicity and Education |
| Volume | 17 |
| Issue number | 3 |
| Early online date | 7 Nov 2013 |
| DOIs | |
| Publication status | Published - 2014 |
Fingerprint
Keywords
- international programmes
- etpostcolonialismhnicity
- culturally responsive teachers
- teacher education
- postcolonialism
Cite this
}
'If I'm going to teach about the world, I need to know the world' : developing Australian pre-service teachers' intercultural competence through international trips. / Santoro, Ninetta.
In: Race Ethnicity and Education , Vol. 17, No. 3, 2014, p. 429-444.Research output: Contribution to journal › Article
TY - JOUR
T1 - 'If I'm going to teach about the world, I need to know the world'
T2 - Race Ethnicity and Education
AU - Santoro, Ninetta
PY - 2014
Y1 - 2014
N2 - As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching practices reflect hegemonic values and cultural practices, and can potentially marginalise minority ethnic students. We draw on data from a study conducted in a culturally diverse lower secondaryschool in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers’ reflexivity about the values and beliefs that underpin their practice.
AB - As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching practices reflect hegemonic values and cultural practices, and can potentially marginalise minority ethnic students. We draw on data from a study conducted in a culturally diverse lower secondaryschool in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers’ reflexivity about the values and beliefs that underpin their practice.
KW - international programmes
KW - etpostcolonialismhnicity
KW - culturally responsive teachers
KW - teacher education
KW - postcolonialism
UR - http://www.tandfonline.com/loi/cree20
U2 - 10.1080/13613324.2013.832938
DO - 10.1080/13613324.2013.832938
M3 - Article
VL - 17
SP - 429
EP - 444
JO - Race Ethnicity and Education
JF - Race Ethnicity and Education
SN - 1361-3324
IS - 3
ER -