Understanding Sociological Theory for Educational Practices
Understanding Sociological Theory for Educational Practices
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Understanding Sociological Theory for Educational Practices is an essential resource that enables teachers to confidently navigate the topics of diversity, disadvantage, discrimination and marginalisation in a range of educational contexts.
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Understanding Sociological Theory for Educational Practices is an essential resource that enables teachers to confidently navigate the topics of diversity, disadvantage, discrimination and marginalisation in a range of educational contexts.
Produktdetails
- Produktdetails
- Verlag: Cambridge University Press
- 2 Revised edition
- Seitenzahl: 263
- Erscheinungstermin: 14. Juni 2018
- Englisch
- Abmessung: 248mm x 176mm x 16mm
- Gewicht: 508g
- ISBN-13: 9781108434409
- ISBN-10: 1108434401
- Artikelnr.: 51512889
- Verlag: Cambridge University Press
- 2 Revised edition
- Seitenzahl: 263
- Erscheinungstermin: 14. Juni 2018
- Englisch
- Abmessung: 248mm x 176mm x 16mm
- Gewicht: 508g
- ISBN-13: 9781108434409
- ISBN-10: 1108434401
- Artikelnr.: 51512889
1. The unseen half: theories for educational practices Tania Ferfolja,
Criss Jones Diaz and Jacqueline Ullman; Part I. Applying Poststructuralism:
2. Preservice teacher identities and the social construction of childhood
Son Truong; 3. Gender and sexuality diversity, policy framings and the
construction of the subject Tania Ferfolja; 4. Regulating 'gender climate':
exploring the social construction of gender and sexuality in regional and
rural Australian schools Jacqueline Ullman; Part II. Intersecting Theories
for Meaning: Postcolonialism, Critical Race Theory and Cultural Theory: 5.
Destabilising privilege: disrupting deficit thinking in white preservice
teachers on professional experience in cultural diverse, high poverty
schools Jo Lampert and Bruce Burnett; 6. More than cultural celebrations:
Indigenous identities in school settings Marnee Shay; 7. Silences in
growing up bi/multilingual in multicultural globalised societies:
educators', families' and children's views of negotiating languages,
identity and difference in childhood Criss Jones Diaz; 8. 'Disaffected'
youth: intersections of class and ethnicity Mohamed Moustakim; Part III.
Using Critical Theory: 9. Culture, hybridity and globalisation: rethinking
multicultural education in schools Megan Watkins; 10. Social class and the
classroom: a reflection on the role of schooling and mothering in the
production and reproduction of disadvantage and privilege Kate Huppatz; 11.
Digital literacies: understanding the literate practices of refugee kids in
an after-school media club Karen Dooley; 12. Reflections on language and
literacy: recognising what young people know and can do Jacqueline D'warte;
13. Final ruminations on the 'unseen half' Jacqueline Ullman, Criss Jones
Diaz and Tania Ferfolja.
Criss Jones Diaz and Jacqueline Ullman; Part I. Applying Poststructuralism:
2. Preservice teacher identities and the social construction of childhood
Son Truong; 3. Gender and sexuality diversity, policy framings and the
construction of the subject Tania Ferfolja; 4. Regulating 'gender climate':
exploring the social construction of gender and sexuality in regional and
rural Australian schools Jacqueline Ullman; Part II. Intersecting Theories
for Meaning: Postcolonialism, Critical Race Theory and Cultural Theory: 5.
Destabilising privilege: disrupting deficit thinking in white preservice
teachers on professional experience in cultural diverse, high poverty
schools Jo Lampert and Bruce Burnett; 6. More than cultural celebrations:
Indigenous identities in school settings Marnee Shay; 7. Silences in
growing up bi/multilingual in multicultural globalised societies:
educators', families' and children's views of negotiating languages,
identity and difference in childhood Criss Jones Diaz; 8. 'Disaffected'
youth: intersections of class and ethnicity Mohamed Moustakim; Part III.
Using Critical Theory: 9. Culture, hybridity and globalisation: rethinking
multicultural education in schools Megan Watkins; 10. Social class and the
classroom: a reflection on the role of schooling and mothering in the
production and reproduction of disadvantage and privilege Kate Huppatz; 11.
Digital literacies: understanding the literate practices of refugee kids in
an after-school media club Karen Dooley; 12. Reflections on language and
literacy: recognising what young people know and can do Jacqueline D'warte;
13. Final ruminations on the 'unseen half' Jacqueline Ullman, Criss Jones
Diaz and Tania Ferfolja.
1. The unseen half: theories for educational practices Tania Ferfolja,
Criss Jones Diaz and Jacqueline Ullman; Part I. Applying Poststructuralism:
2. Preservice teacher identities and the social construction of childhood
Son Truong; 3. Gender and sexuality diversity, policy framings and the
construction of the subject Tania Ferfolja; 4. Regulating 'gender climate':
exploring the social construction of gender and sexuality in regional and
rural Australian schools Jacqueline Ullman; Part II. Intersecting Theories
for Meaning: Postcolonialism, Critical Race Theory and Cultural Theory: 5.
Destabilising privilege: disrupting deficit thinking in white preservice
teachers on professional experience in cultural diverse, high poverty
schools Jo Lampert and Bruce Burnett; 6. More than cultural celebrations:
Indigenous identities in school settings Marnee Shay; 7. Silences in
growing up bi/multilingual in multicultural globalised societies:
educators', families' and children's views of negotiating languages,
identity and difference in childhood Criss Jones Diaz; 8. 'Disaffected'
youth: intersections of class and ethnicity Mohamed Moustakim; Part III.
Using Critical Theory: 9. Culture, hybridity and globalisation: rethinking
multicultural education in schools Megan Watkins; 10. Social class and the
classroom: a reflection on the role of schooling and mothering in the
production and reproduction of disadvantage and privilege Kate Huppatz; 11.
Digital literacies: understanding the literate practices of refugee kids in
an after-school media club Karen Dooley; 12. Reflections on language and
literacy: recognising what young people know and can do Jacqueline D'warte;
13. Final ruminations on the 'unseen half' Jacqueline Ullman, Criss Jones
Diaz and Tania Ferfolja.
Criss Jones Diaz and Jacqueline Ullman; Part I. Applying Poststructuralism:
2. Preservice teacher identities and the social construction of childhood
Son Truong; 3. Gender and sexuality diversity, policy framings and the
construction of the subject Tania Ferfolja; 4. Regulating 'gender climate':
exploring the social construction of gender and sexuality in regional and
rural Australian schools Jacqueline Ullman; Part II. Intersecting Theories
for Meaning: Postcolonialism, Critical Race Theory and Cultural Theory: 5.
Destabilising privilege: disrupting deficit thinking in white preservice
teachers on professional experience in cultural diverse, high poverty
schools Jo Lampert and Bruce Burnett; 6. More than cultural celebrations:
Indigenous identities in school settings Marnee Shay; 7. Silences in
growing up bi/multilingual in multicultural globalised societies:
educators', families' and children's views of negotiating languages,
identity and difference in childhood Criss Jones Diaz; 8. 'Disaffected'
youth: intersections of class and ethnicity Mohamed Moustakim; Part III.
Using Critical Theory: 9. Culture, hybridity and globalisation: rethinking
multicultural education in schools Megan Watkins; 10. Social class and the
classroom: a reflection on the role of schooling and mothering in the
production and reproduction of disadvantage and privilege Kate Huppatz; 11.
Digital literacies: understanding the literate practices of refugee kids in
an after-school media club Karen Dooley; 12. Reflections on language and
literacy: recognising what young people know and can do Jacqueline D'warte;
13. Final ruminations on the 'unseen half' Jacqueline Ullman, Criss Jones
Diaz and Tania Ferfolja.