NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED542346
Record Type: Non-Journal
Publication Date: 2012-Dec
Pages: 9
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1324-9320
Equity, Academic Rigour and a Sense of Entitlement: Voices from the "Chalkface"
Aveling, Nado; Davey, Pip; Georgieff, Andre; Jackson-Barrett, Elizabeth; Kosniowska, Helen; Fernandes-Satar, Audrey
Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Dec 2-6, 2012)
When working with teacher education students one of our aims is to look at "race" and racism, and the implications that "being white" has for teachers' practice. Hence we develop conversations around who we are as gendered and racialised subjects who occupy specific socio-economic positions. Our students find this disconcerting, however, as educators we find the journey equally challenging, even painful. When students personalize their discomfort by attacking us, it is not easy to simply shrug off hurtful comments. What we want to do in this paper, therefore, is to share the stories of our "tragedies and triumphs" and present a number of impressionistic snapshots that illustrate the effects that teaching about social justice issues has on us as teachers. The issues mentioned in our title form the basis of our narratives: we are firmly committed to retaining our focus on equity as a guiding principle without sacrificing academic rigour, while at the same time addressing student resistance and the sense of entitlement that some bring to the unit.
Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australian Association for Research in Education (AARE)
Identifiers - Location: Australia