In this paper, key findings of the other papers forming this symposium are examined in terms of i... more In this paper, key findings of the other papers forming this symposium are examined in terms of implications for teacher education (mainly preservice but with some reference to inservice also). Located in the context of the poor empirical base for teacher education and the ...
Acknowledgements: The SIPA Research Team would like to thank sincerely all the teachers and princ... more Acknowledgements: The SIPA Research Team would like to thank sincerely all the teachers and principals who assisted in the conduct of this project. Their willingness to participate in this study is greatly appreciated. The study is jointly funded by the Australian Research ...
ABSTRACT It is common for poststructural analyses of curriculum and pedagogy to question perceive... more ABSTRACT It is common for poststructural analyses of curriculum and pedagogy to question perceived pedagogical truths as part of a strategy of challenging injustices produced through the institutions, practices and knowledge structures of education. However, poststructuralism itself has often been subject to the criticism that it is incapable of offering anything other than critique, that it fails to provide pedagogical and curricular alternatives or direction for educational reform. In this chapter we explore the implications and inherent contradictions of poststructural analyses for pedagogy in general, and for social justice pedagogy more specifically. Throughout this discussion, we elaborate the efficacy of poststructural analyses in and for social justice education, arguing that poststructural theory can inform a productive rethinking of social justice pedagogy. In its concern with local manifestations of inequality and injustice, we argue that poststructuralism offers new spaces of freedom for the enactment of a social justice agenda in education.
Refining assessment practice in the social sciences Jennifer Gore School of Education, The Univer... more Refining assessment practice in the social sciences Jennifer Gore School of Education, The University of Newcastle, jenny. gore@ newcastle. edu. au Wendy Amosa School of Education, The University of Newcastle, wendy. amosa@ newcastle. edu. au Tom Griffiths ...
In this paper, key findings of the other papers forming this symposium are examined in terms of i... more In this paper, key findings of the other papers forming this symposium are examined in terms of implications for teacher education (mainly preservice but with some reference to inservice also). Located in the context of the poor empirical base for teacher education and the ...
International research highlights the persistence of educational inequities within school systems... more International research highlights the persistence of educational inequities within school systems, with some specific national variations. In the Australian context, two of the most persistent dimensions of educational disadvantage are socio-economic status (SES) and Aboriginal ...
In this paper, key findings of the other papers forming this symposium are examined in terms of i... more In this paper, key findings of the other papers forming this symposium are examined in terms of implications for teacher education (mainly preservice but with some reference to inservice also). Located in the context of the poor empirical base for teacher education and the ...
Acknowledgements: The SIPA Research Team would like to thank sincerely all the teachers and princ... more Acknowledgements: The SIPA Research Team would like to thank sincerely all the teachers and principals who assisted in the conduct of this project. Their willingness to participate in this study is greatly appreciated. The study is jointly funded by the Australian Research ...
ABSTRACT It is common for poststructural analyses of curriculum and pedagogy to question perceive... more ABSTRACT It is common for poststructural analyses of curriculum and pedagogy to question perceived pedagogical truths as part of a strategy of challenging injustices produced through the institutions, practices and knowledge structures of education. However, poststructuralism itself has often been subject to the criticism that it is incapable of offering anything other than critique, that it fails to provide pedagogical and curricular alternatives or direction for educational reform. In this chapter we explore the implications and inherent contradictions of poststructural analyses for pedagogy in general, and for social justice pedagogy more specifically. Throughout this discussion, we elaborate the efficacy of poststructural analyses in and for social justice education, arguing that poststructural theory can inform a productive rethinking of social justice pedagogy. In its concern with local manifestations of inequality and injustice, we argue that poststructuralism offers new spaces of freedom for the enactment of a social justice agenda in education.
Refining assessment practice in the social sciences Jennifer Gore School of Education, The Univer... more Refining assessment practice in the social sciences Jennifer Gore School of Education, The University of Newcastle, jenny. gore@ newcastle. edu. au Wendy Amosa School of Education, The University of Newcastle, wendy. amosa@ newcastle. edu. au Tom Griffiths ...
In this paper, key findings of the other papers forming this symposium are examined in terms of i... more In this paper, key findings of the other papers forming this symposium are examined in terms of implications for teacher education (mainly preservice but with some reference to inservice also). Located in the context of the poor empirical base for teacher education and the ...
International research highlights the persistence of educational inequities within school systems... more International research highlights the persistence of educational inequities within school systems, with some specific national variations. In the Australian context, two of the most persistent dimensions of educational disadvantage are socio-economic status (SES) and Aboriginal ...
ABSTRACT This analysis is set in the context of Immanuel Wallerstein’s work on the structures of ... more ABSTRACT This analysis is set in the context of Immanuel Wallerstein’s work on the structures of knowledge, in particular the place of the social sciences past and present, and the potential contribution of a more integrated approach (historical social science) to the broader political project of building a more democratic, equal and just world-system. Our analysis finds that knowledge in the social science subjects tended to be treated in only a mildly problematic way, with moderate outcomes in terms of its connection to students’ lives and cultural backgrounds, and its authentic application, despite substantial attention to such characteristics of curriculum content, evident in the evolution of the History curriculum. Further we find that outcomes on these measures are substantially stronger in primary rather than secondary classrooms. We conclude by arguing that social science teachers’ meaningful engagement with the Quality Teaching framework, as part of a significant, system-wide pedagogical reform initiative, is contingent on their re-thinking the nature of their subject knowledge and its treatment in their teaching. Further, we argue that seen through the lens of Wallerstein’s world-systems theorising, this strengthens the case for the type of pedagogical work reported here to support curricular reforms in the social sciences and contribute to students’ complex understandings of their world.
Abstract Recent Australian government targets for higher education participation have produced a ... more Abstract Recent Australian government targets for higher education participation have produced a flurry of activity focused on raising the aspirations of students from low socioeconomic status (SES) backgrounds. In this paper we test two key assumptions underpinning much of this activity: that students from low-SES backgrounds hold lower career aspirations; and that outreach activities appropriately target secondary school students, given that younger students’ aspirations are relatively under-developed. Drawing on a sample of 3,504 students, we map the intersection of the career aspirations of students in Years 4, 6, 8, and 10 with SES and other demographic variables in order to contribute to the evidence base for academic, educational, and political work on access to higher education and the policies, practices, and outcomes that might ensue. Aspirations are assessed in terms of occupational certainty, occupational choice, occupational prestige, and occupational justification. We found fewer differences by year level and by SES than expected. Our analyses demonstrate both the complexity of students’ career aspirations and some of the challenges associated with undertaking this kind of research, thus signalling the need for caution in the development of policy and interventions in this field.
It is common for poststructural analyses of curriculum and pedagogy to question perceived pedagog... more It is common for poststructural analyses of curriculum and pedagogy to question perceived pedagogical truths as part of a strategy of challenging injustices produced through the institutions, practices and knowledge structures of education. However, poststructuralism itself has often been subject to the criticism that it is incapable of offering anything other than critique, that it fails to provide pedagogical and curricular alternatives or direction for educational reform. In this chapter we explore the implications and inherent contradictions of poststructural analyses for pedagogy in general,and for social justice pedagogy more specifically. Throughout this discussion, we elaborate the efficacy of poststructural analyses in and for social justice education, arguing that poststructural theory can inform a productive rethinking of social justice pedagogy. In its concern with local manifestations of inequality and injustice, we argue that poststructuralism offers new spaces of freedom for the enactment of a social justice agenda in education.
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Papers by Jenny Gore
assumptions underpinning much of this activity: that students from low-SES backgrounds hold lower career aspirations; and that outreach activities appropriately target secondary school students, given that younger students’ aspirations are relatively
under-developed. Drawing on a sample of 3,504 students, we map the intersection of the career aspirations of students in Years 4, 6, 8, and 10 with SES and other demographic variables in order to contribute to the evidence base for academic, educational,
and political work on access to higher education and the policies, practices, and outcomes that might ensue. Aspirations are assessed in terms of occupational certainty, occupational choice, occupational prestige, and occupational justification. We
found fewer differences by year level and by SES than expected. Our analyses demonstrate both the complexity of students’ career aspirations and some of the challenges associated with undertaking this kind of research, thus signalling the need
for caution in the development of policy and interventions in this field.