Navigating discourses of cultural literacy in teacher education

Halbert, Kelsey, and Chigeza, Philemon (2015) Navigating discourses of cultural literacy in teacher education. Australian Journal of Teacher Education, 40 (11). pp. 155-168.

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Abstract

Pre-service teachers' understandings, skills and dispositions as global, culturally literate citizens and agents of change have arguably never been more important. Professional standards, systemic policies and frameworks and a broad range of scholarly perspectives on culture position pre-service teachers to take up cultural education in sometimes conflicting ways. It is these orientations to culture within a teacher education program and how they sit alongside potentially incongruent policies, practices and worldviews that are the focus of this paper. The practitioner research draws on cultural identity theories, policies and pre-service teacher experiences in the teaching and learning of an undergraduate education subject entitled Education for Cultural Diversity at a regional Australian university. Through discursive analysis of policy and pre-service teacher surveys this paper explores tensions that arise in navigating cultural constructs with pre-service teachers.

Item ID: 41406
Item Type: Article (Refereed Research - C1)
Additional Information:

The Australian Journal of Teacher Education is access free, electronic and published by Edith Cowan University.

ISSN: 1835-517X
Date Deposited: 14 Mar 2016 05:32
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130302 Comparative and Cross-Cultural Education @ 50%
13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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