Understanding Sociological Theory for Educational Practices

In contemporary classrooms, it is crucial for teachers to have a thorough understanding of sociological issues in education. Understanding Sociological Theory for Educational Practices addresses sociological theory, highlighting its relevance to policy, curriculum and practice for the pre-service teacher education student. The book explores a range of sociological issues related to diversity, disadvantage, discrimination and marginalisation, contributing to the preparation of future teachers for work in a range of educational contexts. It seeks to dispel the traditional 'one-size-fits-all' notion of education, encouraging future teachers to think critically and reflexively in terms of creating a welcoming and equitable student environment through knowledge, inclusion and understanding. This book is an invaluable resource for primary, secondary and early childhood pre-service teacher education students as they prepare to navigate the diversity of the modern classroom. It is also an excellent resource for practitioners and researchers interested in issues of diversity and difference in education.

1. The unseen half: theories for educational practices Tania Ferfolja, Christine Jones-Díaz and Jacqueline Ullman; Part I. Applying Poststructuralism(s): 2. Pre-service teacher identities and the social construction of childhood Son Truong; 3. Regulating 'gender-climate': exploring the social construction of gender and sexuality in regional and rural Australian schools Jacqueline Ullman; 4. Sexual diversities, policy approaches and the construction of the subject Tania Ferfolja; Part II. Intersecting Theories for Meaning: Postcolonialism, Critical 'Race' Theory, and Cultural Theory: 5. Destabilising privilege: disrupting deficit thinking in white pre-service teachers on field experience in culturally diverse, high poverty schools Jo Lampert, Bruce Burnett and Kristie Morse; 6. The perceptions that shape us: strengthening Indigenous young people's cultural identity in flexi school settings Marnee Shay; 7. Silences in growing up bi/multilingual in multicultural globalised societies: educators', families' and children's views of negotiating languages, identity and difference in childhood Criss Jones-Díaz; 8. 'Disaffected' youth: intersections of class and ethnicity Mohamed Moustakim; Part III. Using Critical Theory: 9. Culture, hybridity and globalisation: rethinking multicultural education in schools Megan Watkins; 10. Social class and the classroom: a reflection on the role of schooling and mothering in the production and reproduction of disadvantage and privilege Kate Huppatz; 11. Digital literacies: understanding the literate practices of refugee kids in an afterschool media club Karen Dooley; 12. Reflections on language and literacy: recognising what young people know and can do Jacqueline D'warte; 13. Final ruminations on the 'unseen half' Jacqueline Ullman, Criss Jones-Díaz and Tania Ferfolja.

Dr Tania Ferfolja is a Senior Lecturer in Social and Cultural Diversity at the University of Western Sydney.
Dr Criss Jones Díaz is a Senior Lecturer in Diversity Studies and Language Education at the University of Western Sydney.
Dr Jacqueline Ullman is a Lecturer in Adolescent Development, Behaviour and Wellbeing at the University of Western Sydney.