Full Description
A sound knowledge of sociological theory allows educators to think critically about the complexities of education for all children, young people, their families and communities. Understanding Sociological Theory for Educational Practices introduces the diversity of contemporary learning environments to readers. It uses a sociological lens to analyse relevant theoretical concepts, encouraging all educators to consider the impact of the learning environment they cultivate on their students. This third edition has been thoroughly updated, with new chapters covering a range of contemporary issues in education. The chapters point to the need to acknowledge Indigenous knowledges in educational settings; to include gender and sexuality diversity; and to address harassment, disadvantage, inequity and exclusion experienced by vulnerable students and their communities. Other areas related to home language support and multilingual education; schooling for refugee background students; and migrant family connections in postcolonial settings are also explored.
Contents
Foreword Emily M. Gray; Part I. Foundations: 1. The unseen half: theories for educational practices Tania Ferfolja, Criss Jones Díaz and Jacqueline Ullman; 2. A teacher's toolkit: foregrounding the role of theory in grappling with cultural complexity in schooling Megan Watkins; 3. Towards equity: privileging indigenous knowledges in education research Ren Perkins, Amy Thomson and Marnee Shay; 4. Understanding childhood in diverse socio-cultural contexts Kerry H. Robinson; Part II. Putting Theory to Work in Educational Research: 5. Gender and sexuality diversity in education Tania Ferfolja; 6. 'The class continued like it never happened': high school teachers in/action in response to homophobia and transphobic harassment Jacqueline Ullman; 7. Reframing disadvantage, inequity and exclusion for vulnerable educational communities Susanne Gannon and Christine Woodrow; 8. Examining monolingual and monocultural orientations in educational practice Jacqueline D'warte; 9. Educators' and families' perspectives of home language support and early multilingual education Criss Jones Díaz; 10. Schooling for refugee-background students in Australia Loshini Naidoo; 11. Reinforcing and resisting Islamophobia through the pedagogical practices of teachers: a critical theory approach Zainab Mourad; 12. Transnational migrant families' connection to 'people, places and things' in a postcolonial Aotearoa New Zealand Angel Chan and Jenny Ritchie; 13. Final ruminations on the 'unseen half' Jacqueline Ullman, Criss Jones Díaz and Tania Ferfolja.
