Inclusion and Social Justice in Teacher Education
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The scholarly chapters in this edited collection come from authors undertaking social justice research within the teacher education discipline. Authors examine, explore and critique those educational practices and structures that disadvantage minority groups. With a focus on social justice and inclusion, the book concentrates on themes of equity, diversity, learning spaces and effective learning for all, examining the implications for teacher education. An array of critical traditions and methodologies that interrogate educational issues from political, cultural, structural, and social…mehr

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Produktbeschreibung
The scholarly chapters in this edited collection come from authors undertaking social justice research within the teacher education discipline. Authors examine, explore and critique those educational practices and structures that disadvantage minority groups. With a focus on social justice and inclusion, the book concentrates on themes of equity, diversity, learning spaces and effective learning for all, examining the implications for teacher education. An array of critical traditions and methodologies that interrogate educational issues from political, cultural, structural, and social perspectives are explored.

This book provides insights on building the capacities of teacher education stakeholders in teaching and learning contexts to understand and respond with equity and justice. Teacher educators, preservice teachers, practicing teachers, and other education stakeholders may find this book to be an excellent resource for developing a critical lens relating to social justice and inclusion in education.
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Autorenporträt
Professor Jenene Burke, PhD, is the Director of Academic Operations in the Institute of Education, Arts and Community at Federation University Australia. She is the Past-President of the World Federation of Associations for Teacher Education (WFATE) and represents Australia on the WFATE Board. She is co-convenor of the WFATE research development group  Inclusion and Social Justice in Teacher Education in Global Contexts and established the Social Justice, Inclusion and Diversity in Education  research focus area in the Institute of Education, Arts and Community at Federation.   Associate Professor Marcelle Cacciattolo is the Associate Director (Research Training) in the Institute of Sustainable Industries and Liveable Cities (ISLIC) at Victoria University, Australia. She received her PhD from Monash University, Australia in 2002. Over the last twenty years her research has been cross-disciplinary involving health sciences and education-based research. Marcelle works closely with preservice teachers and schools to examine how trauma-aware pedagogies can support students and families who are the least advantaged. Marcelle is an Honorary Adjunct Professor in the Research Institute for Languages and Cultures of Asia (RILCA) at Mahidol University, Thailand.   Professor Toe is an Honorary Professor of Education at Deakin University, Australia, after holding several leadership positions in the Deakin School of Education. Dianne has a background in Psychology, Audiology, Deaf Education and Teacher Education and has published in the fields of inclusive education, cultural diversity, and social justice in teacher education.  Dianne's research, teaching and leadership aims to support teachers to build a strong social justice orientation and develop the key skills they need to improve educational outcomes for all learners.