Suchergebnisse

This volume captures the innovative, theory-based, and grounded work being done by established scholars who are interrogating how teacher education can prepare teachers to work in challenging and diverse high-poverty settings. It offers articles from the US, Australia, Canada, the UK and Chile by some of the most significant scholars in the field. Internationally, research suggests that effective teachers for high poverty schools require deep theoretical understanding as well as the capacity to function across three well-substantiated areas: deep content knowledge, well-tuned pedagogical skills, and demonstrated attributes that prove their understanding and commitment to social justice. Schools in low socioeconomic communities need quality teachers most, however, they are often staffed by the least experienced and least prepared teachers. The chapters in this volume examine how pre-service teachers are taught to understand the social contexts of education. Drawing on the individual expertise of the authors, the topics covered include unpacking poverty for pre-service teachers, issues related to urban schooling as well as remote and regional area schooling.

<p> </p><p><span style="font-family: Times New Roman;">Introduction to the Special Issue on Alternative Pathways in Education for Disenfranchised Children and Young People in the Australian Context.</span><strong></strong></p><p> </p>

AbstractCodesign is an increasingly common term in Indigenous education policy settings. However, it is unclear exactly what it means and how it is enacted. This systematic review examined 15 papers relevant to codesign in the context of Indigenous education, clearly distinguishing between codesign as a process and a method. These papers provide a snapshot of the various ways codesign is conceptualised, enacted as a process and evaluated in Indigenous education settings. In this paper, we respond to these three areas of codesign to inform a more nuanced framework to help policymakers and practitioners in the future.

Frontmatter -- Contents -- ACKNOWLEDGMENTS -- Introduction: "The War of My Generation" / Kieran, David -- Part I. EXPERIENCES AND ATTITUDES OF THE 9/11 GENERATIONS -- 1. Starship Troopers, School Shootings, and September 11: Changing Generational Consciousnesses and Twenty-First- Century Youth / Swyers, Holly -- 2. Summer, Soldiers, Flags, and Memorials: How US Children Learn Nation-Linked Militarism from Holidays / Clark, Cindy Dell -- 3. Fighting with Rights and Forging Alliances: Youth Politics in the War on Terror / Maira, Sunaina -- Part II. POST-9/11 MILITARISM IN OLD AND NEW MEDIA -- 4. How to Tell a True War Story . . . for Children: Children's Literature Addresses Deployment / Browder, Laura -- 5. "What Young Men and Women Do When Their Country Is Attacked": Interventionist Discourse and the Rewriting of Violence in Adolescent Literature of the Iraq War / Kieran, David -- 6. Calls of Duty: The World War II Combat Video Game and the Construction of the "Next Great Generation" / Saucier, Jeremy K. -- 7. Software and Soldier Life Cycles of Recruitment, Training, and Rehabilitation in the Post-9/11 Era / Allen, Robertson -- Part III. COMING OF AGE STORIES AND THE REPRESENTATION OF MILLENNIAL CITIZENSHIP DURING THE WAR ON TERROR -- 8. Coming of Age in 9/11 Fiction: Bildungsroman and Loss of Innocence / Lampert, Jo -- 9. "Army Strong": Mexican American Youth and Military Recruitment in All She Can / Garza, Irene -- Part IV. POLITICS AND PEDAGOGY -- 10. In This War But Not of It: Teaching, Memory, and the Futures of Children and War / Cooper, Benjamin -- 11. "Coffins after Coffins": Screening Wartime Atrocity in the Classroom / Adelman, Rebecca A. -- Afterword: Scholarship on Millennial and Post-Millennial Culture during the War on Terror: A Bibliographic Essay / Kieran, David -- List of Contributors -- Index