NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1141013
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0264-3944
Striving for Social Sensitivity: The Impact of a Social Justice Project on Student Teachers' Understanding of Pupils from Socially Disadvantaged Backgrounds
Brown, Andrew W.
Pastoral Care in Education, v35 n2 p77-87 2017
This paper considers the concerning issue of social disadvantage in N. Ireland schools and suggests that the majority of those entering the teaching profession are ill-equipped to empathise with pupils in disadvantaged areas and thus less enabled to offer effective pastoral care. It argues that this lack of preparedness stems from backgrounds very different to that of these pupils and also from an initial teacher education which does not provide a systematic practical experience in schools in "challenging" areas. The paper briefly outlines a small-scale ITE social justice project undertaken at Stranmillis University College, Belfast designed to provide such experience and, citing specific evidence from data gathered in a recent evaluation, offers it as a model of preparing student-teachers to better understand the realities of their pupils' lives through extended pre-service contact.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
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: United Kingdom (Northern Ireland)
Grant or Contract Numbers: N/A