000 | 04121cam a2200469 i 4500 | ||
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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 |
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020 |
_a9781108434409 _qpaperback |
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035 | _a(ATU)b2586581x | ||
035 | _a(OCoLC)1023860657 | ||
040 |
_aAU@ _beng _erda _cAU@ _dYDX _dOCLCF _dATU |
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042 | _aanuc | ||
050 | 4 |
_aHM585 _b.U54 2018 |
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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. |
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264 | 4 | _c©2018 | |
300 |
_axxiii, 243 pages ; _c25 cm |
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336 |
_atext _btxt _2rdacontent |
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337 |
_aunmediated _bn _2rdamedia |
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338 |
_avolume _bnc _2rdacarrier |
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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 |
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650 | 0 |
_aEducational sociology. _9317014 |
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700 | 1 |
_aFerfolja, Tania, _eeditor. _91037708 |
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700 | 1 |
_aJones-Diaz, Criss, _eeditor. _9244005 |
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700 | 1 |
_aUllman, Jacqueline, _eeditor. _9857227 |
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776 | 1 | 8 |
_w(OCoLC)1027120323 _w(OCoLC)1027348046 _w(OCoLC)1027605332 _w(OCoLC)1027712808 |
907 |
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