Description:
Recognition of disadvantage is seen as crucial in preparing socially just teachers who can recognize and address inequities, and this engaging guide provides innovative strategies to reflect on disadvantage. Coupled with its discursive partners, inclusion and diversity, trainee teachers are asked to engage with theories of disadvantage, and advised to recognize, support and lead change for students who historically experience high levels of exclusion and marginalization. But what does disadvantaged mean?
In this book, the authors draw together international perspectives to explore the subtle and complex differences produced by the keyword disadvantage in different geo-political contexts, and look at the political, historical, social, and cultural significance of the word. They showcase narratives from the subjects of disadvantage, including indigenous perspectives. They include standpoints from immigrants, asylum seekers and refugees and consider the intersectional nature of disadvantage, for instance, the experiences of LGBTQI+ groups who are living in poverty.Brief description: Jo Lampert is Professor of Teacher Education for Social Transformation at Monash University, Australia.
Review Quotes:
"An accessible and thought-provoking contribution to a debate in education, one which has far-reaching consequence not only for teachers, but for society as a whole." --Maureen Robinson, Emeritus Professor, Faculty of Education, Stellenbosch University, South Africa
"The book, offering a cutting-edge analysis of the assumption of disadvantage and its use in teacher education theory and practice, is a must-read book for any educator caring equity in education." --Qiming Mao, Professor in the Faculty of Education, Central China Normal University, China