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Description Contents Resources Courses About the Authors Understanding Sociological Theory for Educational Practices introduces readers to the contemporary classroom through the lens of sociological theory. By compelling readers to think critically and reflexively this book helps future teachers create a welcoming and equitable learning environment for all students. This edition has been updated to include the latest research and resources, including links to the Australian Professional Standards for Teachers (APST) to help readers connect the theory with their practice. Learning is supported through pedagogical features including key terms, case studies, end-of-chapter reflection questions and recommended resources. A new companion website features a curated suite of reading materials, extension questions and links to online resources. Understanding Sociological Theory for Educational Practices is an essential resource that enables teachers to confidently navigate the topics of diversity, disadvantage, discrimination and marginalisation in a range of educational contexts. (1) Offers links to Australian Professional Standards for Teachers; (2) Includes a companion website with additional instructor resources; and (3) Learning is supported through pedagogical features including key terms, case studies, end-of-chapter reflection questions and recommended resources. Titles in the book include: (1) The Unseen Half: Theories for Educational Practices (Tania Ferfolja, Criss Jones Diaz and Jacqueline Ullman); (2) Preservice Teacher Identities and the Social Construction of Childhood (Son Truong); (3) Gender and Sexuality Diversity, Policy Framings and the Construction of the Subject (Tania Ferfolja); (4) Regulating 'Gender Climate': Exploring the Social Construction of Gender and Sexuality in Regional and Rural Australian Schools (Jacqueline Ullman); (5) Destabilising Privilege: Disrupting Deficit Thinking in White Preservice Teachers on Professional Experience in Cultural Diverse, High Poverty Schools (Jo Lampert and Bruce Burnett); (6) More Than Cultural Celebrations: Indigenous Identities in School Settings (Marnee Shay); (7) Silences in Growing Up Bi/Multilingual in Multicultural Globalised Societies: Educators', Families' and Children's Views of Negotiating Languages, Identity and Difference in Childhood (Criss Jones Diaz); (8) 'Disaffected' Youth: Intersections of Class and Ethnicity (Mohamed Moustakim); (9) Culture, Hybridity and Globalisation: Rethinking Multicultural Education in Schools (Megan Watkins); (10) Social Class and The Classroom: A Reflection on the Role of Schooling and Mothering in the Production and Reproduction of Disadvantage and Privilege (Kate Huppatz); (11) Digital Literacies: Understanding the Literate Practices of Refugee Kids in an After-School Media Club (Karen Dooley); (12) Reflections on Language and Literacy: Recognising What Young People Know and Can Do (Jacqueline D'warte); and (13) Final Ruminations on the 'Unseen Half' (Jacqueline Ullman, Criss Jones Diaz and Tania Ferfolja).

Sociological theory and method have been used to develop a theory of complex instruction (CI). CI enables teachers to teach at a high intellectual level while reaching a wide range of students. Teachers work to create equal-status interaction within small groups as students use each other as resources to complete challenging group tasks. The following selections in this collection explore the use of CI in classes with diverse students: (1) "Equity in Heterogeneous Classrooms: A Challenge for Teachers and Sociologists" (Elizabeth G. Cohen); (2) "Complex Instruction: An Overview" (Rachel A. Lotan); (3) "Organizing the Classroom for Learning" (Elizabeth G. Cohen, Rachel A. Lotan, and Nicole C. Holthuis); (4) "The Power in Playing the Part" (Dey E. Ehrlich and Marcia B. Zack); (5)"Understanding Status Problems: Sources and Consequences" (Elizabeth G. Cohen); (6) "Raising Expectations for Competence: The Effectiveness of Status Interventions" (Elizabeth G. Cohen and Rachel A. Lotan); (7) "The Effect of Gender on Interaction, Friendship, and Leadership in Elementary School Classrooms" (Anita Leal-Idrogo); (8) "Principles of a Principled Curriculum" (Rachel A. Lotan); (9) "Effects of the Multiple-Ability Curriculum in Secondary Social Studies Classrooms" (Bert Bower); (10) "What Did Students Learn?: 1982-1994" (Elizabeth G. Cohen and others); (11) "Sociologists in the Land of Testing" (Elizabeth G. Cohen); (12) "The Relationship of Talk and Status to Second Language Acquisition of Young Children" (H. Andrea Neves); (13) "Complex Instruction and Cognitive Development" (Rachel Ben-Ari); (14) "Teachers as Learners: Feedback, Conceptual Understanding, and Implementation" (Nancy E. Ellis and Rachel A. Lotan); (15) "Principals, Colleagues, and Staff Developers: The Case for Organizational Support" (Rachel A. Lotan, Elizabeth G. Cohen, and Christopher C. Morphew); (16) "Linking Sociological Theory to Practice: An Intervention in Preservice Teaching" (Patricia E. Swanson); (17) "Organizational Factors and the Continuation of a Complex Instructional Technology" (Rene F. Dahl); and (18) "A Viewpoint on Dissemination: (Nikola N. Filby). Three appendixes contain class, student, and teacher evaluation instruments. (Contains 43 tables, 14 figures, and 198 references.) (SLD)

The essays in this book comprise a "festschrift", a group of essays, to commemorate Barry Troyna, who made an important contribution to thinking about race, racism, and research on social-justice issues in the school context. Much of his work was directed at showing that it was impossible to research questions of "race" relations in a neutral or objective manner. Troyna saw antiracism as an oppositional politics that distinguished it from the liberal individualism within which multiculturalism was embedded. This collection has two purposes: to understand Troyna and his work, and to extend his contribution to an understanding of the complexities of racial politics in education. Following the introduction by Pat Sikes and Fazal Rizvi, the essays include: (1) "Barry Troyna: A Dissenting Voice?" (Carol Vincent); (2) "Barry Troyna as Enlightened Rationalist" (Sally Tomlinson); (3) "Barry Troyna as 'Critical' Social Researcher" (David Halpin); (4) "Barry and the British Educational Research Association" (Jean Rudduck); (5) "The Other Side of Writing: Publishing and Social Justice" (Gaby Weiner); (6) "Theory into Practice: Barry Troyna, the Primary School Governor and Colleague" (Sandra Shipton); (7) "Holding on Together: Conversations With Barry" (Ivor Goodson); (8) "From the Streets of Tottenham to Antipodean South Australia: Seductions and Dilemmas in the Travels of Antiracism" (Vicki Crowley); (9) "Relating Education Policy and Institutionalised Racism: From Discourse to Structure" (Roger Dale); (10) "The State and Education Policy: The Contribution of the Work of Barry Troyna" (Bob Lingard); (11) "Multiculturalism and Antiracism Reconsidered" (John Rex); and (12) "Social Justice in Education After the Conservatives: The Relevance of Barry Troyna's Work" (Richard Hatcher). A list of Troyna's publications are included. (LMI)

This book provides an introduction to poststructuralism by examining a range of interrelated themes central to the field of education that focus on the critique of reason and the problematic nature of the subject. The first chapter examines the history of poststructuralism in terms of the broader canvas of European formalism, futurism, surrealism, and structuralist poetics. The second chapter focuses on the notion of intellectuals and examines this idea in relation to postmodern culture. Chapter 3 continues the emphasis on culture to examine one of the most influential and virulent attacks on postmodern culture and poststructuralism. The fourth chapter address the neoliberal notion of the "market," utilizing Foucault's work to understand the paradox of the neoliberal state. Chapter 5 is an attempt to overcome the despatialized nature of critical educational theory. The metaphor of "after Auschwitz" is the organizing theme for the sixth chapter. The thesis of chapter 7 is that science and education become the main "knowledge industries" within an "information state." Chapter 8 extends and develops the emphasis on the politics of the information society by examining the work of the Italian postmodern philosopher Gianni Vattimo. The theme of communication and the dream of a universal language constitutes the subject of chapter 9, which is investigated in terms of the metaphor of Hermann Hesse's "The Glass Bead Game." The metaphor of the "glass bead game" is used as a cultural lens for investigating the dream of a universal language and for examining the place of the university in cyberspace. Endnotes accompany each chapter and an index is included. (Contains 298 references.) (LMI)

This text aims to provide information, strategies, techniques, innovative ideas, and encouragement for teachers, administrators, and parents in implementing a diversity perspective to education for children ages 3 to 8 years. Major focuses are on ethnic, gender, and social-class differences, but issues related to special needs children, including the disabled, are not ignored. An introductory chapter considers some basic concerns in diversity education. Chapter 2 focuses on the importance of viewing multicultural education from the perspective of diversity and reports on a study of bilingual education in an early childhood classroom. Chapter 3 considers the importance of developmentally appropriate practices, and Chapter 4 explores historical and theoretical views of multicultural education. Chapter 5 highlights the importance of ethnic, social-class, and gender identity, and leads the way to the examination of culture in Chapter 6. Chapter 7 concentrates on gender awareness. Chapter 8 presents a sociological view of the young child, and Chapter 9 considers the importance of research and evaluation in the teaching of young children. The final chapter examines what the education of young children must accomplish. References follow each chapter. (SLD)

Reviews six works by Connie Miller, Comp., and Corinna Treitel (1991); Margrit Eichler (1987); Carol A. B. Warren (1988); Beth Hartung, Ed., and others (1988); Joyce McCarl Nielsen, Ed. (1990); and Liz Stanley, Ed. (1990). Works span diversity of current writing about feminist methodologies, offer guidelines for producing nonsexist or feminist research, are centered in American experience, and fall short of being multicultural. (SLD)

A collection of essays on cultural and linguistic diversity in elementary, secondary, and higher education is presented. The articles are written for teachers and teacher educators, and each includes a summary, discussion questions, and projects. They include the following: "Whose Culture? Whose Literacy?" (Keith Walters); "Whose Shared Assumptions? Making the Implicit Explicit" (Anna O. Soter); "Identifying the Languages and Cultures of Our Students" (Denise E. Murray, Patricia C. Nichols, Allison Heisch); "Sensitizing Teachers to Cultural Differences: An African American Perspective" (Evelyn Baker Dandy); "A Mexicano Perspective: Reading the World in a Multicultural Setting" (Olga A. Vasquez); "A Khmer Perspective: Connections Between Khmer Students' Behaviors, History, and Culture" (Usha Welaratna); "Cultural Diversity and Socialization: A Case Study of a Hispanic Woman in a Doctoral Program in Sociology" (Christine Pearson Casanave); "Toward Developing a Cultural Repertoire: A Case Study of a Lao Freshman" (Ann M. Johns); "Diversity Among Individuals: Eight Students Making Sense of Classroom Journal Writing" (Tamara Lucas); "Power and the Politics of Knowledge: Transformative Schooling for Minority Language Learners" (Daniel McLaughlin); "Unlimited Resources: Tapping Into Learners' Language, Culture, and Thought" (Denise E. Murray); and "Language in the Attic: Claiming Our Linguistic Heritage" (Patricia C. Nichols). (MSE)