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dc.contributor.authorMcKay, LM
dc.contributor.authorCarrington, S
dc.contributor.authorIyer, R
dc.date.accessioned2017-05-03T12:01:20Z
dc.date.available2017-05-03T12:01:20Z
dc.date.issued2014
dc.identifier.issn0313-5373
dc.identifier.doi10.14221/ajte.2014v39n3.10
dc.identifier.urihttp://hdl.handle.net/10072/65601
dc.description.abstractNew ways of thinking are required in teacher education to promote beginning teachers as change agents in education. Twenty years after the Salamanca Statement (UNESCO, 1994) that called for schools to provide equitable opportunities for all children, teaching practices in many classrooms are still informed by the deficit view of learning. Beginning teachers need to be prepared to challenge the ideological influences that operate in schools. Deleuze and Guattari's (1987) model of the rhizome is used to report one beginning teacher's journey as she learned to negotiate structural and personal obstacles to create an inclusive learning environment. Data from reflective diaries, semi-structured interviews and classroom observations highlight contextual and personal factors in one case study that contributed to the nonlinear, complex process of becoming an inclusive educator. The paper concludes by arguing the voice of beginning teachers is essential for the ongoing movement towards the creation of just, inclusive schools.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent1584447 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherEdith Cowan University
dc.publisher.placeAustralia
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom10-178
dc.relation.ispartofpageto10-196
dc.relation.ispartofissue3
dc.relation.ispartofjournalAustralian Journal of Teacher Educaton
dc.relation.ispartofvolume39
dc.rights.retentionY
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3904
dc.titleBecoming an Inclusive Educator: Applying Deleuze & Guattari to Teacher Education
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 2014. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.
gro.hasfulltextFull Text
gro.griffith.authorMcKay, Loraine M.


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