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dc.contributor.authorWhatman, Susan
dc.contributor.editorPeters, Michael A
dc.date.accessioned2020-11-12T21:39:58Z
dc.date.available2020-11-12T21:39:58Z
dc.date.issued2020
dc.identifier.isbn978-981-13-1179-6
dc.identifier.doi10.1007/978-981-13-1179-6_37-1
dc.identifier.urihttp://hdl.handle.net/10072/399239
dc.description.abstractMuch of my teaching career has been devoted to disrupting and reconfiguring hegemonic educational decision-making practices to embed Aboriginal and Torres Strait Islander peoples’ knowledges (also referred to as Indigenous knowledges) into the disciplines at all levels of schooling and tertiary education. I do this from a non-Indigenous standpoint, with a personal, political, and professional commitment to doing so defining my teaching philosophy and professional teaching practice. The theories that have shaped my approach to embedding Indigenous knowledges include Nakata’s (2007) theory of the Cultural Interface, Ladson-Billings (1998) application of Critical Race Theory (CRT) in education, bell hooks’ (1994) philosophy of engaged, transgressive pedagogy and, more recently, Todd’s (2014) educational philosophy for personal, moral, and ethical relations and liminality in classroom experiences. Perhaps, more conventionally, Bernstein’s (1990) social construction of pedagogic discourse, revealing relations and relationships that underpin educational decision-making, has also been highly influential on my work.
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.publisher.placeSingapore
dc.relation.ispartofbooktitleEncyclopedia of Teacher Education
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto7
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchCurriculum and pedagogy theory and development
dc.subject.fieldofresearchAboriginal and Torres Strait Islander education not elsewhere classified
dc.subject.fieldofresearchcode390303
dc.subject.fieldofresearchcode390102
dc.subject.fieldofresearchcode450299
dc.titleDisruption and Understanding in Professional Teaching Contexts
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dcterms.bibliographicCitationWhatman, S, Disruption and Understanding in Professional Teaching Contexts, Encyclopedia of Teacher Education, 2020, pp. 1-7
dc.date.updated2020-11-12T07:39:28Z
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2020 Springer. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
gro.hasfulltextFull Text
gro.griffith.authorWhatman, Sue L.


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