A Pedagogy of Belonging: Troubling Encounters with Ethnic and Religious Difference

Autor/inn/en	Edgeworth, Kathryn; Santoro, Ninetta
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01