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

Book chapter

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

Publication dates
Authors	Burnett, Bruce Munro and Lampert, Jo
Abstract	[Extract] This chapter examines the personal reflections and experiences of several pre-service and newly graduated teachers who were, involved in the NETDS program. This process of reflexivity documents a series of professional journeys, including descriptions of being were destabilised, and grappling with tensions related to their own predispositions and values, which are investigated in the context of whiteness and privilege theory (McIntosh, 2012).
Page range	85-101
Year	2018
Book title	Understanding sociological theory for educational practices
Publisher	Cambridge University Press
Place of publication	Cambridge, United Kingdom
	Port Melbourne, VIC
Edition	Second edition
ISBN	9781108434409
	1108434401
	9781108397377
Digital Object Identifier (DOI)	https://doi.org/10.1017/9781108378482.007
Scopus EID	2-s2.0-85098033241
Publisher's version	License All rights reserved File Access Level Controlled
Output status	Published
Print	04 Jun 2018
Print	27 Mar 2019
Publication process dates
Deposited	14 Jun 2022

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