(Re)focusing the lens beyond deficit: making diversity and difference in schools visible
Textbook (chapter)
Chapter Title | (Re)focusing the lens beyond deficit: making diversity and difference in schools visible |
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Book Chapter Category | Textbook (chapter) |
ERA Publisher ID | 2850 |
Book Title | Teaching literacies: pedagogies and diversity |
Authors | Henderson, Robyn (Author) and Woods, Annette (Author) |
Editors | Henderson, Robyn |
Edition | 2nd edition |
Page Range | 231-248 |
Chapter Number | 11 |
Number of Pages | 18 |
Year | 2019 |
Publisher | Oxford University Press |
Place of Publication | Melbourne, Australia |
ISBN | 9780190306380 |
Abstract | Despite evidence that many of Australia’s children are learning literacy in schools, our poorest and most disadvantaged children continue to be left behind. Children’s transitions between various social, cultural and educational contexts can contribute to this, but to date our understandings about transitions have been limited. In this chapter, we consider the notion of transitioning and the value of recognising and valuing student diversity and difference. Using a lens analogy, we analyse a family case study from two angles to show how a change in perspective can shed light on students’ literacy learning. We conclude with a list of suggestions for providing students with high quality and high equity literacy pedagogy and outcomes. |
Keywords | deficit discourses/stories, equity, transition |
ANZSRC Field of Research 2020 | 390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | School of Teacher Education and Early Childhood |
Queensland University of Technology | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q5154/-re-focusing-the-lens-beyond-deficit-making-diversity-and-difference-in-schools-visible
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