Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on field experience in culturally diverse, high poverty schools

Book chapter

Lampert, Jo and Burnett, Bruce. (2015). Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on field experience in culturally diverse, high poverty schools. In In T. Ferfolja, C.J. Díaz and J. Ullman (Ed.). Understanding Sociological Theory for Educational Practices pp. 76 - 89 Cambridge University Press.
AuthorsLampert, Jo and Burnett, Bruce
EditorsT. Ferfolja, C.J. Díaz and J. Ullman
Keywordsteacher education; high-povery schools; critical 'race' theory; whiteness; reflexivity
Page range76 - 89
Year2015
Book titleUnderstanding Sociological Theory for Educational Practices
PublisherCambridge University Press
Place of publicationUnited Kingdom
ISBN9781107477469
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/85yvx/destabilising-privilege-disrupting-deficit-thinking-in-white-pre-service-teachers-on-field-experience-in-culturally-diverse-high-poverty-schools

Log in to edit

Restricted files

Publisher's version

  • 145
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere
McPherson, Amy Kathleen, Lampert, J. and Burnett, Bruce Munro. (2024). A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere. Asia-Pacific Journal of Teacher Education. 52(3), pp. 332-349. https://doi.org/10.1080/1359866X.2024.2323936
Still standing : an ecological perspective on teachers remaining in hard-to-staff schools
Lampert, J., McPherson, Amy Kathleen and Burnett, Bruce Munro. (2024). Still standing : an ecological perspective on teachers remaining in hard-to-staff schools. Teachers and Teaching: Theory and Practice. 30(1), pp. 116-130. https://doi.org/10.1080/13540602.2023.2294791
Conceptualising early career teachers’ agency and accounts of social action in disadvantaged schools
Kettle, Margaret, Burnett, Bruce, Lampert, Jo, Comber, Barbara and Barnes, Naomi. (2022). Conceptualising early career teachers’ agency and accounts of social action in disadvantaged schools. Australian Journal of Teacher Education. 47(8), pp. 1-17. https://doi.org/10.14221/ajte.2022v47n8.1
Poverty and schooling : Three cases from Australia, the United States, and Spain
Lampert, Jo, Ball, Arnetha, Garcia-Carrion, Rocio and Burnett, Bruce. (2020). Poverty and schooling : Three cases from Australia, the United States, and Spain. Asia-Pacific Journal of Teacher Education. 48(1), pp. 60-78. https://doi.org/10.1080/1359866X.2019.1602863
The Australian national exceptional teaching for disadvantaged schools programme : A reflection on its first 8 years
Burnett, Bruce and Lampert, Jo. (2019). The Australian national exceptional teaching for disadvantaged schools programme : A reflection on its first 8 years. Journal of Education for Teaching. 45(1), pp. 31-46. https://doi.org/10.1080/02607476.2019.1550604
Quality teaching discourses : A contested terrain
Lampert, Jo, Burnett, Bruce, Comber, Barbara, Ferguson, Angela and Barnes, Naomi. (2018). Quality teaching discourses : A contested terrain. In In Gannon, Susanne, Hattam, Robert and Sawyer, Wayne (Ed.). Resisting educational inequality : Reframing policy and practice in schools serving vulnerable communities pp. 150-158 Routledge. https://doi.org/10.4324/9781315109268-14
Destabilising privilege : Disrupting deficit thinking in white pre-service teachers on professional experience in culturally diverse, high-poverty schools
Burnett, Bruce Munro and Lampert, Jo. (2018). Destabilising privilege : Disrupting deficit thinking in white pre-service teachers on professional experience in culturally diverse, high-poverty schools. In Understanding sociological theory for educational practices pp. 85-101 Cambridge University Press. https://doi.org/10.1017/9781108378482.007
Ict in adolescence: using technology to re-engage vulnerable students
Armitage, Chrystal, Mollenhauer, Naomi, Burnett, Bruce and Lampert, Jo. (2017). Ict in adolescence: using technology to re-engage vulnerable students. In In B. Saggers (Ed.). Developing Positive Classroom Environments: Strategies for nurturing adolescent learning pp. 308 - 319 Allen & Unwin.
Forward to special issue: Teacher education for high poverty schools
Lampert, Jo and Burnett, Bruce. (2017). Forward to special issue: Teacher education for high poverty schools. Australian Journal of Teacher Education. 42(4), pp. 1 - 7. https://doi.org/10.14221/ajte.2017v42n4.1
The politics of quality teacher discourses : Implications for pre-service teachers in high poverty schools
Scholes, Laura, Lampert, Jo, Burnett, Bruce M., Comber, Barbara, Hoff, Lutz and Ferguson, Angela. (2017). The politics of quality teacher discourses : Implications for pre-service teachers in high poverty schools. Australian Journal of Teacher Education. 42(4.3), pp. 19 - 43. https://doi.org/10.14221/ajte.2017v42n4.3
'It's not about punitive' : Exploring how early-career teachers in high-poverty schools respond to critical incidents
Lampert, Jo, Burnett, Bruce, Comber, Barbara, Ferguson, Angela and Barnes, Naomi. (2017). 'It's not about punitive' : Exploring how early-career teachers in high-poverty schools respond to critical incidents. Critical Studies in Education. 61(2), pp. 149-165. https://doi.org/10.1080/17508487.2017.1385500
Reframing social justice : Tensions experienced by novice teachers in an era of high-stakes accountability
Burnett, Bruce and Lampert, Joanne. (2016). Reframing social justice : Tensions experienced by novice teachers in an era of high-stakes accountability. 2016 Annual Meeting of the American Educational Research Association. Washington, D.C., United States of Amreica 08 - 12 Apr 2016 American Educational Research Association. pp. 1-8
Introduction
Lampert, Jo and Burnett, Bruce. (2016). Introduction. In In J.o Lampert and B. Burnett (Ed.). Teacher Education for High Poverty Schools pp. 1 - 8 Springer. https://doi.org/10.1007/978-3-319-22059-8_1
Teacher education for high poverty schools in Australia: the national exceptional teachers for disadvantaged schools program
Burnett, Bruce and Lampert, Jo. (2016). Teacher education for high poverty schools in Australia: the national exceptional teachers for disadvantaged schools program. In In J. Lampert and B. Burnett (Ed.). Teacher Education for High Poverty Schools pp. 73 - 94 Springer. https://doi.org/10.1007/978-3-319-22059-8
'More like the kids than the other teachers': one working-class pre-service teacher's experiences in a middle-class profession
Lampert, Jo, Lampert, Jo, Burnett, Bruce and Lebhers, Stevie. (2016). 'More like the kids than the other teachers': one working-class pre-service teacher's experiences in a middle-class profession. Teaching and Teacher Education. 58, pp. 35 - 42. https://doi.org/10.1016/j.tate.2016.04.006
Re-thinking teacher quality in high-poverty schools in Australia
Burnett, Bruce and Lampert, Jo. (2015). Re-thinking teacher quality in high-poverty schools in Australia. In In G. W. Noblit and W. T. Pink (Ed.). Education, Equity, Economy: Crafting a New Intersection pp. 51 - 72 Springer. https://doi.org/10.1007/978-3-319-21644-7
Teacher education for high poverty schools : The National Exceptional Teachers for Disadvantaged Schools program
Burnett, Bruce and Lampert, Jo. (2014). Teacher education for high poverty schools : The National Exceptional Teachers for Disadvantaged Schools program. AARE-NZARE 2014 : Speaking Back through Research. Queensland University of Technology, Brisbane, Queensland, Australia 30 Nov - 04 Dec 2014 pp. 1-13
Teacher education for high-poverty schools: keeping the bar high
Lampert, Jo and Burnett, Bruce. (2014). Teacher education for high-poverty schools: keeping the bar high. In In S. Gannon and W. Sawer (Ed.). Contemporary Issues of Equity in Education pp. 115 - 129 Cambridge Scholars Publishing.
Lessons from a face-to-face meeting on embedding aboriginal and Torres Strait islander perspectives: 'a contract of intimacy'
Lampert, Jo, Burnett, Bruce, Martin, Rebecca and McCrea, Lisa. (2014). Lessons from a face-to-face meeting on embedding aboriginal and Torres Strait islander perspectives: 'a contract of intimacy'. Australasian Journal of Early Childhood. 39(1), pp. 82 - 88.
Teacher education targeting high-poverty schools : The national exceptional teachers for disadvantaged schools program
Burnett, Bruce, Lampert, Jo, Patton, Wendy A. and Comber, Barbara. (2014). Teacher education targeting high-poverty schools : The national exceptional teachers for disadvantaged schools program. American Educational Research Association. American Educational Research Association. pp. 1-5
I can't believe I just said that: Using guided reflections with non-Indigenous pre-service teachers in Australia
Burnett, Bruce, Lampert, Jo and Crilly, Karen. (2013). I can't believe I just said that: Using guided reflections with non-Indigenous pre-service teachers in Australia. International Education Journal: Comparative Perspectives. 12(1), pp. 161 - 179.
Retention and graduation of Australian Aboriginal and Torres Strait Islander students in initial teacher education
Burnett, Bruce and Lampert, Jo. (2013). Retention and graduation of Australian Aboriginal and Torres Strait Islander students in initial teacher education. American Educational Research Association Annual Meeting. United States of America: American Educational Research Association. pp. 1 - 5
Improving retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education programs
Lampert, Jo, Burnett, Bruce, Patton, Wendy A., Lee Hong, Anita and Anderson, Joel. (2013). Improving retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education programs. Journal of Australian Indigenous Issues. 16(4), pp. 27-42.
Effectiveness of the Mindfulness in Schools Programme : Non-randomised controlled feasibility study
Kuyken, W, Weare, K, Ukoumunne, Obioha, Vicary, R, Motton, N, Burnett, R, Cullen, C, Hennelly, S and Huppert, Felicia. (2013). Effectiveness of the Mindfulness in Schools Programme : Non-randomised controlled feasibility study. British Journal of Psychiatry. https://doi.org/10.1192/bjp.bp.113.126649
Reflections from early career graduates of the exceptional teachers for disadvantaged schools project
Lampert, Jo, Burnett, Bruce and Comber, Barbara. (2013). Reflections from early career graduates of the exceptional teachers for disadvantaged schools project. Education and Poverty: Theory, Research, Policy and Praxis: Proceedings of AERA Annual Meeting 2013. United States of America: American Educational Research Association. pp. 1 - 4
Preparing high achieving English teachers to work in disadvantaged schools: 'I'll teach shakespeare when I'm 60'
Lampert, Jo, Burnett, Bruce and Davie, Sue. (2012). Preparing high achieving English teachers to work in disadvantaged schools: 'I'll teach shakespeare when I'm 60'. English in Australia. 47(3), pp. 69 - 77.
Addressing quality teaching in hard to staff settings: The exceptional teachers for disadvantaged schools project
Lampert, Jo and Burnett, Bruce. (2012). Addressing quality teaching in hard to staff settings: The exceptional teachers for disadvantaged schools project. American Research in Education Association National Conference, (AREA), 14-17 April 2012. Canada: American Research in Education Association. pp. 1 - 7
Report into the retention and graduation of Aboriginal and Torres Strait Islander students enrolled in initial teacher education
Lampert, Jo, Burnett, Bruce and Anderson, Joel. (2012). Report into the retention and graduation of Aboriginal and Torres Strait Islander students enrolled in initial teacher education Australia: University of South Australia.
Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education
Lampert, Jo and Burnett, Bruce. (2012). Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education. ‘Going for gold! Reshaping teacher education for the future’, the annual conference of the Australian Teacher Education Association (ATEA), Adelaide, 1–4 July.. Australia: Australian Teacher Education Association. pp. 1 - 10
Yutori Kyoiku and the uncertainty of recent neo-liberal reforms in Japanese higher education
Wada, Masato and Burnett, Bruce. (2011). Yutori Kyoiku and the uncertainty of recent neo-liberal reforms in Japanese higher education. Bulletin of Center for the Research and Support of Educational Practice. 7, pp. 69 - 78.
Teacher education and the targeting of disadvantage
Burnett, Bruce and Lampert, Jo. (2011). Teacher education and the targeting of disadvantage. Creative Education. 2(5), pp. 446 - 451. https://doi.org/10.4236/ce.2011.25064
Multiculturalism, education for sustainable development (ESD) and the shifting discursive landscape of social inclusion
Burnett, Bruce. (2011). Multiculturalism, education for sustainable development (ESD) and the shifting discursive landscape of social inclusion. Discourse : Studies in the Cultural Politics of Education. 32(1), pp. 43 - 56. https://doi.org/10.1080/01596306.2011.537070
ICT for blended learning Queensland University of Technology, Australia
Burnett, Bruce. (2011). ICT for blended learning Queensland University of Technology, Australia. In In UNESCO (Ed.). ICT for Higher Education Case Studies from Asia and the Pacific pp. 78 - 102 Unesco.