The scholarly chapters in this edited collection come from authors undertaking social justice research within the teacher education discipline. Authors examine, explore and critique those educational practices and structures that disadvantage minority groups. With a focus on social justice and inclusion, the book concentrates on themes of equity, diversity, learning spaces and effective learning for all, examining the implications for teacher education. An array of critical traditions and methodologies that interrogate educational issues from political, cultural, structural, and social perspectives are explored.
This book provides insights on building the capacities of teacher education stakeholders in teaching and learning contexts to understand and respond with equity and justice. Teacher educators, preservice teachers, practicing teachers, and other education stakeholders may find this book to be an excellent resource for developing a critical lens relating to social justice and inclusion in education.
Chapter 1: Fostering social justice and inclusion in teacher education.-
Chapter 2: Empowering children to become critical thinkers of social justice
and diversity education; Paula Hamilton and Chandrika Devarakonda.
Chapter
3: Strategies for facilitating culturally safer learning environments; Kim
Willis and Sara Weuffen.
Chapter 4: Adversity, social justice and agency in
preservice music teaching; Greg Aronson and Marcelle Cacciattolo.
Chapter 5:
Seeking academic voice: An autoethnographic study of casualisation in teacher
education; Reshmi Lahiri-Roy.
Chapter 6: Exceptional graduate teachers
trying to make a difference: School leadership, school climate and its impact
on the experiences of new teachers; Lynette Longaretti, and Dianne Toe.-
Chapter 7: Social justice standpoints for anti-colonial education: Safety and
agency for people, land and species; Jillian K Marsh, Robyn Ober, John
Guenther and Sandra Wooltorton.
Chapter 8: Critical perspectives of
diversity, equity, and inclusion in teacher education: Investigating
Australia, New Zealand, Sri Lanka, and India; Daya Weerasinghe, Rachel
Daniel, Sujeewa Polgampala, and Jayani Gurunada.
Chapter 9: Diversity,
equity and belonging: Taking a risk at learning; Mary-Rose McLaren, Shiona
Long, Scott Welsh, Anthony Balla, and Fergus McLaren.
Chapter 10: Examining
strategies to support teacher self-efficacy when working with diverse student
groups: A scoping literature review; Ana Larsen and Ondine Bradbury.
Chapter
11: Reframing early childhood teacher education: An innovation supporting
equity and access; Mandy Cooke, Naomi David, Rosemarie Garner, Natalie
Robertson and Elizabeth Rouse.
Chapter 12: Teachers with impairments:
Including and supporting a vastly marginalised population; Jenene Burke and
Gerard Skene.
Chapter 13: Leading Short Term International Study Experiences
in Teacher Education: Enablers, barriers, and insights from four case
studies.- Mellita Jones, Marcelle Cacciattolo, Graham Parr, Angela
Fitzgerald.
Chapter 14: Preparing preservice teachers for the complexities
of working with vulnerable and marginalised young mothers; Karen Felstead.-
Chapter 15: The influence of extended family on immigrant pre-service
teachers career choice; Gillian Kidman, Hazel Tan, Tshewang Rabgay, Ann
Gervasoni, and Colleen Vale.
Chapter 16: Womens education in Afghanistan;
Parwaiz Najibi, and Claire McLachlan.
Chapter 17: Striving to develop
equity-oriented teacher education pedagogy.
Chapter 18: Waiting for a hero:
The challenge of social justice in vulnerable schools; Matthew Krehl Edward
Thomas, Lynette Longaretti, Julie Arnold and Dianne Toe.
Chapter 19: The
creative arts in early childhood teacher education as a site of resistance to
neoliberalism; Jessica Grimes and Patrick Gordon.
Chapter 20: The role of
adult perceptions when interpreting and facilitating play-based learning for
children with impairments; Amy Claughton.
Chapter 21: Remote teaching
practicum in low SES Schools: NETDS preservice teacher perceptions; Marcelle
Cacciattolo, Jeanne Carroll, Amanda Muscat, Ligia Pelosi, and Melissah
Thomas.
Chapter 22: Metacognition as an enabler for high standards of
academic writing in teacher education; Violetta Carter.
Chapter 23:
Preservice teacher perspectives on their cultural identity and its impact on
classroom practice; Sarah Tartakover.
Chapter 24: Repositioning the teaching
and learning of literacy in CALD communities: Beyond the virtual classroom;
Mark Vicars, Amanda Muscat and Janine Arantes.
Chapter 25: Concluding
chapter by editors; Jenene Burke, Marcelle Cacciattolo and Dianne Toe.
Professor Jenene Burke, PhD, is the Director of Academic Operations in the Institute of Education, Arts and Community at Federation University Australia. She is the Past-President of the World Federation of Associations for Teacher Education (WFATE) and represents Australia on the WFATE Board. She is co-convenor of the WFATE research development group Inclusion and Social Justice in Teacher Education in Global Contexts and established the Social Justice, Inclusion and Diversity in Education research focus area in the Institute of Education, Arts and Community at Federation.
Associate Professor Marcelle Cacciattolo is the Associate Director (Research Training) in the Institute of Sustainable Industries and Liveable Cities (ISLIC) at Victoria University, Australia. She received her PhD from Monash University, Australia in 2002. Over the last twenty years her research has been cross-disciplinary involving health sciences and education-based research. Marcelle works closely with preservice teachers and schools to examine how trauma-aware pedagogies can support students and families who are the least advantaged. Marcelle is an Honorary Adjunct Professor in the Research Institute for Languages and Cultures of Asia (RILCA) at Mahidol University, Thailand.
Professor Toe is an Honorary Professor of Education at Deakin University, Australia, after holding several leadership positions in the Deakin School of Education. Dianne has a background in Psychology, Audiology, Deaf Education and Teacher Education and has published in the fields of inclusive education, cultural diversity, and social justice in teacher education. Diannes research, teaching and leadership aims to support teachers to build a strong social justice orientation and develop the key skills they need to improve educational outcomes for all learners.
