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dc.contributor.authorM. Nayler, Jenniferen_US
dc.contributor.authorKeddie, Amandaen_US
dc.date.accessioned2017-05-03T11:47:48Z
dc.date.available2017-05-03T11:47:48Z
dc.date.issued2007en_US
dc.date.modified2010-02-23T06:22:36Z
dc.identifier.issn13603116en_US
dc.identifier.doi10.1080/13603110600586268en_AU
dc.identifier.urihttp://hdl.handle.net/10072/28885
dc.description.abstractWithin an Australian context of diminishing opportunities for equitable educational outcomes, this paper calls for teacher engagement in a 'politics of resistance' through their focused gaze in relation to the ways in which they are positioned in their everyday practice. Our belief is that the resultant knowledge might equip teachers to see more clearly the managerial and economic rationalist discourses that constrain them in their pursuit of more equitable educational outcomes. Through the interpretative lenses of feminist poststructural theory, the paper presents snapshots of the practice of three Australian teachers. These snapshots, along with an analysis of them, highlight pedagogy as a political activity that is partial, interested and potentially oppressive. It is not argued that reflection alone will challenge inequities in educational outcomes for the diverse range of students, but that teacher interrogation of practice might better position teachers to exert their voices and take action in the challenging and complex times associated with neo-liberal reforms. The politics of resistance argued for here proposes an awareness and action beyond the micro-politics of the classroom to alliances that work towards transformation of inequities within economic and social power relations.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeOxford, UKen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom199en_US
dc.relation.ispartofpageto214en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalInternational Journal of Inclusive Educationen_US
dc.relation.ispartofvolume11en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchcode130399en_US
dc.titleFocusing the gaze: teacher interrogation of practiceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2007
gro.hasfulltextNo Full Text


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