(Re)focusing the lens beyond deficit: making diversity and difference in schools visible

Henderson, Robyn and Woods, Annette (2019) (Re)focusing the lens beyond deficit: making diversity and difference in schools visible. In: Teaching literacies: pedagogies and diversity, 2nd ed. Oxford University Press, Melbourne, Australia, pp. 231-248. ISBN 9780-1903-06380

Abstract

Despite evidence that many of Australia’s children are learning literacy in schools, our poorest and most disadvantaged children continue to be left behind. Children’s transitions between various social, cultural and educational contexts can contribute to this, but to date our understandings about transitions have been limited. In this chapter, we consider the notion of transitioning and the value of recognising and valuing student diversity and difference. Using a lens analogy, we analyse a family case study from two angles to show how a change in perspective can shed light on students’ literacy learning. We conclude with a list of suggestions for providing students with high quality and high equity literacy pedagogy and outcomes.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: No
Item Status: Live Archive
Additional Information: Files associated with this resource, cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 July 2013 - 30 June 2019)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 July 2013 - 30 June 2019)
Date Deposited: 28 Oct 2019 05:17
Last Modified: 28 Oct 2019 05:17
Uncontrolled Keywords: deficit discourses/stories, equity, transition
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/35734

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