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
AuthorsBurnett, 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 range85-101
Year2018
Book titleUnderstanding sociological theory for educational practices
PublisherCambridge University Press
Place of publicationCambridge, United Kingdom
Port Melbourne, VIC
EditionSecond edition
ISBN9781108434409
1108434401
9781108397377
Digital Object Identifier (DOI)https://doi.org/10.1017/9781108378482.007
Scopus EID2-s2.0-85098033241
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Print04 Jun 2018
Print27 Mar 2019
Publication process dates
Deposited14 Jun 2022
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