000 04121cam a2200469 i 4500
003 OCoLC
005 20221102221629.0
008 180221t20182018enk b 001 0 eng d
011 _aMARC Score : 10300(18900) : OK
011 _aDirect Search Result
020 _a1108434401
_qpaperback
020 _a9781108434409
_qpaperback
035 _a(ATU)b2586581x
035 _a(OCoLC)1023860657
040 _aAU@
_beng
_erda
_cAU@
_dYDX
_dOCLCF
_dATU
042 _aanuc
050 4 _aHM585
_b.U54 2018
082 0 4 _a305.0243711
_223
099 _a305.0243711 UND
245 0 0 _aUnderstanding sociological theory for educational practices /
_cedited by Tania Ferfolja, Criss Jones Díaz, Jacqueline Ullman.
250 _aSecond edition.
264 1 _aCambridge :
_bCambridge University Press,
_c2018.
264 4 _c©2018
300 _axxiii, 243 pages ;
_c25 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
500 _aFirst published 2015.
504 _aIncludes bibliographical references and index.
505 0 0 _g1.
_tThe unseen half: theories for educational practices /
_rTania Ferfolja, Criss Jones Diaz and Jacqueline Ullman --
_gPart 1.
_tApplying Poststructuralism(s) : --
_g2.
_tPreservice teacher identities and the social construction of childhood /
_rSon Truong --
_g3.
_tGender and sexuality diversity, policy framings and the construction of the subject /
_rTania Ferfolja --
_g4.
_tRegulating 'gender climate': Exploring the social construction of gender and sexuality in regional and rural Australian schools /
_rJacqueline Ullman --
_gPart 2.
_tIntersecting Theories for Meaning: Postcolonialism, Critical Race Theory and Cultural Theory : --
_g5.
_tDestabilising privilege: Disrupting deficit thinking in white preservice teachers on professional experience in cultural diverse, high poverty schools /
_rJo Lampert and Bruce Burnett --
_g6.
_tMore than cultural celebrations: Indigenous identities in school settings /
_rMarnee Shay --
_g7.
_tSilences in growing up bi/multilingual in multicultural globalised societies: Educators', families' and children's views of negotiating languages, identity and difference in childhood /
_rCriss Jones Diaz --
_g8.
_t'Disaffected' youth: Intersections of class and ethnicity /
_rMohamed Moustakim --
_gPart III.
_tUsing Critical Theory : --
_g9.
_tCulture, hybridity and globalisation: Rethinking multicultural education in schools /
_rMegan Watkins --
_g10.
_tSocial class and the classroom: A reflection on the role of schooling and mothering in the production and reproduction of disadvantage and privilege /
_rKate Huppatz --
_g11.
_tDigital literacies: Understanding the literate practices of refugee kids in an after-school media club /
_rKaren Dooley --
_g12.
_tReflections on language and literacy: Recognising what young people know and can do /
_rJacqueline D'warte --
_g13.
_tFinal ruminations on the 'unseen half' /
_rJacqueline Ullman, Criss Jones Diaz and Tania Ferfolja.
520 _a"Understanding Sociological Theory for Educational Practices introduces readers to the contemporary classroom through the lens of sociological theory. By compelling readers to think critically and reflexively this book helps future teachers create a welcoming and equitable learning environment for all students. This edition has been updated to include the latest research and resources, including links to the Australian Professional Standards for Teachers (APST) to help readers connect the theory with their practice."--Publisher's website.
650 0 _aSociology
_xPhilosophy.
_9370998
650 0 _aEducational sociology.
_9317014
700 1 _aFerfolja, Tania,
_eeditor.
_91037708
700 1 _aJones-Diaz, Criss,
_eeditor.
_9244005
700 1 _aUllman, Jacqueline,
_eeditor.
_9857227
776 1 8 _w(OCoLC)1027120323
_w(OCoLC)1027348046
_w(OCoLC)1027605332
_w(OCoLC)1027712808
907 _a.b2586581x
_b06-09-21
_c15-08-18
942 _cB
945 _a305.0243711 UND
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