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ERIC Number: EJ1139423
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0022-4871
Socially Inclusive Teaching: Belief, Design, Action as Pedagogic Work
Gale, Trevor; Mills, Carmen; Cross, Russell
Journal of Teacher Education, v68 n3 p345-356 May-Jun 2017
Like other western nations such as the United States and the United Kingdom, Australia's record of education outcomes for marginalized groups is troubling, whether the comparisons are made within the nation or with other OECD nations. Although recent Australian Governments have sought to overhaul funding for schools and universities, on their own, more resources for educational institutions are not enough to redress problems of disadvantage and to achieve social justice. Also required is a focus on the pedagogic work (PW) of teachers and, by implication, their teacher educators. Central to this article is the argument that pedagogy is the most strategic place to begin this work because of its location as a central message system in education. In this article we conceive of PW as comprising of "belief," "design," and "action." From these are derived three principles on which to build a socially inclusive pedagogy that creates opportunities for all students, whatever their circumstances, to participate more fully in education. Our focus on advancing a conceptual understanding of socially inclusive pedagogy is informed by a theory and politics of transformation, which seek to engage with the deep structures that generate injustice within schools and teacher education.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A