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|Title:||Kakusa shakai nhi okeru kyouin yousei kyoukakyouikugaku e no ichikousatsu||English Title:||Reimagining teacher education and curriculum research in time of rising social inequalities: Lessons from Australia (New South Wales) teacher education||Contributor(s):||Takayama, Keita (author)||Publication Date:||2011||Handle Link:||https://hdl.handle.net/1959.11/11018||Abstract:||This article reviews the current state and issues of teacher education in the state of New South Wales, Australia. Particularly, it focuses on the role that teacher education and more specifically sociology of education have played in addressing disparity in educational outcomes based on 'race'/ethnicity, language, and socio-economic status. I identify, as one of the central issues with Australian teacher education's effort to rectify social inequity through education, the relative lack of effort to bridge the disciplinary boundaries between those who teach and research curricular methods and those who teach and research social justice issues in education. I use the discussion of this Australian case as a point of reflection for rethinking Japanese teacher education and curricular research in general. In conclusion, I call for more effort on the part of curricular researchers and sociology of education researchers to bridge the existing disciplinary boundaries that have undermined the effectiveness of educational research community and teacher education programs in addressing disparity in educational outcomes.||Publication Type:||Journal Article||Source of Publication:||Nihon kyouka kyouiku gakkai shi, 34(3), p. 47-54||Publisher:||Japan Curriculum Research and Development Association (JCRDA)||Place of Publication:||Hiroshima, Japan||ISSN:||0288-0334||Field of Research (FOR):||130199 Education systems not elsewhere classified||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 224
|Appears in Collections:||Journal Article|
School of Education
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