Literaturnachweis - Detailanzeige
Autor/inn/en | Edgeworth, Kathryn; Santoro, Ninetta |
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Titel | A Pedagogy of Belonging: Troubling Encounters with Ethnic and Religious Difference |
Quelle | In: Cambridge Journal of Education, 45 (2015) 4, S.415-426 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-764X |
DOI | 10.1080/0305764X.2014.991276 |
Schlagwörter | Teaching Methods; Ethnic Groups; Religious Cultural Groups; Minority Group Students; Teacher Education; Cultural Pluralism; Rural Schools; Foreign Countries; Vignettes; Physical Education; Muslims; Student Attitudes; High School Students; Cultural Differences; Self Concept; Social Isolation; Semi Structured Interviews; Teacher Student Relationship; Social Integration; Australia Teaching method; Lehrmethode; Unterrichtsmethode; Ethnie; Kirchliche Gruppe; Religionszugehörigkeit; Lehrerausbildung; Lehrerbildung; Kulturpluralismus; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Körpererziehung; Sportunterricht; Muslim; Muslimin; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kultureller Unterschied; Selbstkonzept; Soziale Isolation; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Integration; Australien |
Abstract | Understanding the construction of belonging, and how unbelonging might be troubled, is critical work. For schools in many parts of the world one of the many challenges of globalisation is the task of teaching with, and for, ethnic and cultural diversity. This paper examines the exclusionary practices of teaching that construct ethnic and religious minority students in states of unbelonging. These practices are due, in part, to teachers' failure to "really" know their students. Alongside this argument, discourses of belonging in rural schools that speak to possibilities for everyday place-sharing for ethnic and religious minority students are examined. Simple and common moments of mutual recognition and understanding speak to the possibilities for belonging that are opened up in everyday relations of knowing. The implications of these ideas for teachers and teacher education in what is framed as a "pedagogy of belonging" are considered. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |