Abstract
Pre-service teachers have an impact on their classrooms. How they manage communication in a cross-cultural space remains a challenge in teacher education. Moving beyond classroom management, this chapter explores how pre-service teacher education candidates understand their subjectivities and impact on indigenous students.
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Notes
- 1.
Australian Government, DEEWR [1].
- 2.
Bone [2], pp. 125–137.
- 3.
Bennet and Moriarty [3].
- 4.
- 5.
Bennet and Moriarty [3].
- 6.
Board of Studies NSW [6].
- 7.
Garmon [7].
- 8.
Bennet and Moriarty [3].
- 9.
Perso [8], p. 3.
- 10.
Perso [8].
- 11.
Partington [9].
- 12.
Frelin [10].
- 13.
Frelin [10].
- 14.
Australian Government, DEEWR [1].
- 15.
Bone [2].
- 16.
Harrison [11].
- 17.
Department of Education and Training [12].
- 18.
Purdie et al. [13].
- 19.
Australian Government, DEEWR [14].
- 20.
Hickling-Hudson [15].
- 21.
Partington [9].
- 22.
Australian Government DEEWR [14].
- 23.
Hickling-Hudson [15].
- 24.
Reiter and Davis [16].
- 25.
Riley and Ungerleider [17].
- 26.
Bennet and Moriarty [3].
References
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Hickling-Hudson, R. A. (2005). ‘White’, ‘Ethnic’ and ‘Indigenous’ pre-service teachers reflect on discourses of ethnicity in Australian culture. Policy Futures in Education, 3(4), 340–358.
Reiter, B., & Davis, S. N. (2011). Factors influencing pre-service teachers’ beliefs about student achievement: Evaluation of a pre-service teacher diversity awareness program. Multicultural Education, 19(3), 41–46.
Riley, T., & Ungerleider, C. (2012). Self-fulfilling prophecy: How teachers’ attributions, expectations, and stereotypes influence the learning opportunities afforded aboriginal students. Canadian Journal of Education, 35(2), 303–329.
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Bennet, M., Moriarty, B. (2016). Pre-service Teachers, Aboriginal Students and the Cross-cultural ‘Playing Field’: Empowering Futures. In: Brabazon, T. (eds) Play: A Theory of Learning and Change. Springer, Cham. https://doi.org/10.1007/978-3-319-25549-1_7
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