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Understanding Sociological Theory for Educational Practices :
edited-book
Editor(s):
Tania Ferfolja
,
Criss Jones Diaz
,
Jacqueline Ullman
Publication date
(Online):
March 27 2019
Publisher:
Cambridge University Press
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Book
ISBN (Electronic):
9781108378482
ISBN (Print):
9781108434409
Publication date (Online):
March 27 2019
Publication date (Print):
June 04 2018
DOI:
10.1017/9781108378482
SO-VID:
a10b8360-1942-48aa-8d34-09241b0f88fd
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Book chapters
pp. vii
Foreword
pp. xxi
Preface
pp. 1
The unseen half: Theories for educational practices
pp. 25
Pre-service teacher identities and the social construction of childhood
pp. 42
Gender and sexuality diversity, policy framings and the construction of the subject
pp. 63
Regulating ‘gender climate’: Exploring the social construction of gender and sexuality in regional and rural Australian schools
pp. 85
Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on professional experience in culturally diverse, high-poverty schools
pp. 102
More than cultural celebrations: Indigenous identities in school settings
pp. 121
Silences in growing up bi/multilingual in multicultural globalised societies: Educators’, families’ and children's views of negotiating languages, identity and difference in childhood
pp. 140
‘Disaffected’ youth: Intersections of class and ethnicity
pp. 159
Culture, hybridity and globalisation: Rethinking multicultural education in schools
pp. 176
Social class and the classroom: A reflection on the role of schooling and mothering in the production and reproduction of disadvantage and privilege
pp. 192
Digital literacies: Understanding the literate practices of refugee kids in an after-school media club 192
pp. 210
Reflections on language and literacy: Recognising what young people know and can do
pp. 228
Final ruminations on the ‘unseen half’
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