Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/11018Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Takayama, Keita | en |
| dc.date.accessioned | 2012-08-13T16:36:00Z | - |
| dc.date.issued | 2011 | - |
| dc.identifier.citation | Nihon kyouka kyouiku gakkai shi, 34(3), p. 47-54 | en |
| dc.identifier.issn | 0288-0334 | en |
| dc.identifier.uri | https://hdl.handle.net/1959.11/11018 | - |
| dc.language | ja | en |
| dc.publisher | Japan Curriculum Research and Development Association (JCRDA) | en |
| dc.relation.ispartof | Nihon kyouka kyouiku gakkai shi | en |
| dc.title | Kakusa shakai nhi okeru kyouin yousei kyoukakyouikugaku e no ichikousatsu | en |
| dc.type | Journal Article | en |
| dc.subject.keywords | Education systems | en |
| local.contributor.firstname | Keita | en |
| local.subject.for2008 | 130199 Education systems not elsewhere classified | en |
| local.subject.seo2008 | 930399 Curriculum not elsewhere classified | en |
| local.profile.school | School of Education | en |
| local.profile.email | ktakayam@une.edu.au | en |
| local.output.category | C1 | en |
| local.record.place | au | en |
| local.record.institution | University of New England | en |
| local.identifier.epublicationsrecord | une-20120730-123010 | en |
| local.publisher.place | Japan | en |
| local.format.startpage | 47 | en |
| local.format.endpage | 54 | en |
| local.peerreviewed | Yes | en |
| local.identifier.volume | 34 | en |
| local.identifier.issue | 3 | en |
| local.contributor.lastname | Takayama | en |
| dc.title.translated | Reimagining teacher education and curriculum research in time of rising social inequalities: Lessons from Australia (New South Wales) teacher education | en |
| dc.identifier.staff | une-id:ktakayam | en |
| local.booktitle.translated | The Bulletin of Japanese Curriculum Research and Development | en |
| local.profile.role | author | en |
| local.identifier.unepublicationid | une:11214 | en |
| dc.identifier.academiclevel | Academic | en |
| local.abstract.english | 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. | en |
| local.title.maintitle | Kakusa shakai nhi okeru kyouin yousei kyoukakyouikugaku e no ichikousatsu | en |
| local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
| local.search.author | Takayama, Keita | en |
| local.uneassociation | Unknown | en |
| local.year.published | 2011 | en |
| Appears in Collections: | Journal Article School of Education | |
Files in This Item:
| File | Description | Size | Format |
|---|
Page view(s)
1,216
checked on Nov 12, 2023
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.