最新糖心Vlog

(Subject Specific lecturers

Below is a list of references for some of the subject areas covered by the course. YOU DO NOT HAVE TO READ ALL OF THESE TEXTS – it is simply there to provide you with some initial subject area references. The texts have been sorted by theme, however, do be aware that some themes intersect. Use this list as a starting point for your own research.

As this list is an ongoing creative exercise, if you find some particularly good sources, please share them with your professional colleagues and with Dr Linda.

Identities

Anderson, B. (1991). Imagined Communities. London, Verso.

Bourke, E. (1995). On Being Aboriginal. in Identifying 最新糖心Vlog in Postmodern Times Ed. L. Dobrez. Canberra, 最新糖心Vlogn National 最新糖心Vlog. 131-136.

James, P. (1996). Nation Formation. Towards a Theory of Abstract Community. London, Sage Publications.

Meekosha, H. and J. Pettman (1991). “Beyond Category Politics.” Hecate 17 (2): 75 - 92.

Belief and Education

Dosanjh, J. S. (Jagjit Singh) and Ghuman, Paul A. Singh (Paul Avtar Singh), (c1997) Child-Rearing In Ethnic Minorities. Bilingual education and bilingualism ; vol. 12. Multilingual Matters Clevedon.

Burley, Stephanie (2003) Chapel, Cloister And Classroom : The Intersection Of Class, Gender And Religion In Catholic Convent Schools In South 最新糖心Vlog 1880-2000. Thesis (Ph.D.), 最新糖心Vlog of Adelaide, Graduate School of Education.

Harding, Ben, Abdel-Fattah, Randa and Video Education Australasia. (2001) Muslims in 最新糖心Vlog Video Education Australasia, Bendigo.

Ata, Abe W. (2005) ‘Beyond the Stereotypes.’ Quadrant January-February, pp. 57 – 59.

Crotty, Robert B. (1992) 最新糖心Vlogn Diversity : Religious Pluralism. Multicultural materials paper ; no. 3 Centre for Intercultural Studies & Multicultural Education, 最新糖心Vlog of Adelaide, Adelaide.

Gender and Sexualities

Moreton-Robinson, A. (2000). Talkin' up to the White Woman. Indigenous Women and Feminism. St Lucia, 最新糖心Vlog of Queensland Press.

Pilcher, J. and Whelehan, I. (2004) 50 Key Concepts in Gender Studies. Sage, London.

Richardson, Laurel (1993) ‘Gender Stereotyping in the English Language.’ In Laurel Richardson and Verta Taylor (EDS) Feminist Frontiers III. McGraw-Hill, New York,l pp. 44 – 50.

Greer, Germaine. (1999) The Whole Woman. Doubleday, London.

Wolf, Naomi. (1992) The Beauty Myth. Anchor Books, New York.

Bordo, Susan (1993) Unbearable Weight: Feminism, Western Culture and the Body. 最新糖心Vlog of California Press, Berkeley.

Ang, Ien (1996) “ The Curse of the Smile: Ambivalence and the Asian Women in 最新糖心Vlogn Muloticulturalism.’ Feminist Review, vol 52, pp. 36 – 49.

Gatens, Moira (1998) ‘Sex/Gender.’ In Caine, B. et al 最新糖心Vlogn Feminism: A Companion. Oxford 最新糖心Vlog Press, Oxford, p.489.

Tomsen, Stephen and Donaldson, Mike (EDS) (2003) Male Trouble: Looking at 最新糖心Vlogn Masculinities. Pluto Press, North Melbourne.

Price, J and Shildrick, M. (EDS) (1999) Feminist Theory and the Body. Routledge, New York.

Gilding, Michael (1997) ‘Gender Roles in Contemporary 最新糖心Vlog.’ In Kate Prichard-Hughes (ED) Contemporary 最新糖心Vlogn Feminism 2, Longman, South Melbourne, pp. 188 – 215.

Summers, Anne (2003) The End of Equality: Work, Babies and Women’s Choices in 21^st Century 最新糖心Vlog. Random House, Milsons Point.

Language and Multilingual Contexts

Lemert, Charles C. (1999) Social theory: the multicultural and classic readings. Macmillan Education, South Yarra.

National Multicultural Advisory Council, 最新糖心Vlog. Dept. of Immigration and Multicultural and Indigenous Affairs (1999) 最新糖心Vlogn Multiculturalism For A New Century: Towards Inclusiveness A Report By National Multicultural Advisory Council. The Council, Canberra.

Kramer, Leonie (2003) (ED) The Multicultural Experiment : Immigrants, Refugees And National Identity. Paddington, Macleay Press.

Castles, Stephen and Miller, Mark J. (2003) The Age Of Migration. Palgrave Macmillan, Basingstoke.

Cerwonka, Allaine. (c2004) Native To The Nation: Disciplining Landscapes And Bodies In 最新糖心Vlog. Borderlines ; v. 21 最新糖心Vlog of Minnesota Press. Minneapolis.

Leigh, James and Loo, Eric. (c2004) (EDS) Outer Limits : A Reader In Communication Across Cultures. Language 最新糖心Vlog Melbourne.

Aboriginal Education

Rose, D. B. (1999). Indigenous Ecologies and an Ethic of Connection. in Global Ethics and Environment Ed. N. Low. London, Routledge. 175 - 187.

Illyatjari, Nganyintja (1998) ‘How I Learned as an Aboriginal Child.’ In W.H. Edwards (ED) Traditional Aboriginal Society. MacMillan Education, South Yarra, Second Edition, pp.1-5.  

Crawford, Evelyn (1993) (with Chris Walsh) Over My Tracks: A Remarkable Life. Penguin, Ringwood, pp.12 - 40.

Partington, Gary (2002) ‘”In Those Days it Was That Rough.” Aboriginal and Torres Strait Islander History and Education.’ In Partington, Gary (ED) Perspectives on Aboriginal and Torres Strait Islander Education. Social Science Press, Tuggerah, pp. 27 – 54.

Lampert, Jo (2005) ‘The Teaching that Matters: Merging our Personal Beliefs with our Professional Practice in the Classroom.’ In Jean Phillips and Jo Lampert, Introducing Indigenous Studies in Education: The Importance of Knowing. Pearson Education, Frenchs Forest, pp. 83 - 100.

Whiteness

Schech, Susanne and Wadham, Ben (2004) (eds) Placing Race and Localising Whiteness. Flinders Press, Adelaide. (This is the proceedings from the conference of the same name held in 2003 – well worth a look if this is an area of interest).

Anderson, Warwick (2002) The cultivation of whiteness: science, health and racial destiny in 最新糖心Vlog. Melbourne 最新糖心Vlog Press, Carlton.

Cuomo, Chris J. and Hall, Kim Q. (eds) (1999) Whiteness: feminist philosophical reflections, Rowman and Littlefield, Lanham.

McKay, Belinda (ed) (1999) Unmasking whiteness: race relations and reconciliation. Queensland Studies Centre, Nathan.

Lea, Virginia and Sims, Erma Jean (eds) (c2007) Undoing whiteness in the classroom: critical educultural teaching approaches for social justice activism. P. Lang, New York.

Being a teacher – Schools

Burnett, Bruce, Meadmore, Daphne and Tait, Gordon (eds) (2004) New Questions for Contemporary Teachers: Taking a Socio-Cultural Approach to Education. Pearson Education Frenchs Forest.

Brady, Laura (2003) Teacher Voices: The School Experience. Pearson Education, Frenchs Forest.

McLeod, Julie and Yates, Lyn ( 2006) Making Modern Lives. Subjectivity, Schooling and Social Change. State 最新糖心Vlog of New York Press, Albany.

Sapon-Shevin, Mara (2007) Widening the Circle. The Power of Inclusive Classrooms. Beacon Press, Boston.

Childs, Gilbert (1993) Steiner Education in Theory and Practice, Floris Books, Edinburgh.

Special Needs

Ashman, A. & Elkins, J. (2009), 3^rd edit, Education for Inclusion and Diversity, Frenchs Forest: Pearson

Hodkinson, A. & Vickerman, P. (2009) Key Issues in Special Educational Needs and Inclusion, London: Sage

Gibson, S. & Blandford, S. (2005), Managing Special Education Needs, London: Sage.

Hallahan, D.P; Kauffman, J.M. & Pullen, P.C. (2009), 11^th edition, Exceptional Learners: Introduction to Special Education, Boston: Pearson.

Rathvon, N. (2008) Effective School Interventions, New York: The Guilford Press.

You are encouraged to search journals in the area of Special Education, for example:

     Australasian Journal of Special Education

     The International Journal of Special Education

     The Journal of Special Education

     British Journal of Special Education

2.1   Assessment Summary

Assignment 01: Praxis: Putting it Together in Relation to a Class

2000 words                                                                           70% of the course mark

You have a class of thirty year 10 students in your subject area for four lessons of 50 minutes duration a week. They are a mixed bunch. (Note – it isn’t likely that you’ll get this kind of range in a real class, but no promises!) Students with disabilities are included as part of Inclusive policy. Four students are struggling and four are succeeding well – one of these students is probably gifted. One student has had an assessment for Giftedness. Two students in the class are actively non-compliant, but are likeable individuals when you get them on their own. One of these students spends his time reading surfing magazines.The other is a chatty girl. She spends most of the class leaning around her chair to talk to the person behind her. This student began well, but doesn’t seem to be engaging with the subject.

The ethnicity, religious affiliations and languages spoken in the class are also mixed. You have had one week already with the group and have a basic idea about some of their interests and needs.

There are no specific enmities between the students, except that one of the Aboriginal students will not sit with the others. This may be interpreted in any way you choose.

Be guided by the brief descriptors, but also expand on them. Just because a student wants to be a chef (for example), doesn’t mean that they are ‘bad’ at academic school work.

Outline the strategies you could use to teach three of these students.

• A student with a specific learning need derived from Culture
• An Indigenous student
• A student with a Special Learning Need derived from an exceptionality

Your essay needs to include how you would identify and deal with the learning needs of each student, including a consultation process. You must demonstrate your knowledge of the readings in this topic in your actions and plans. You must demonstrate your understanding of the themes and course objectives. Please choose dissimilar students.

You will need to specify a subject area and give some idea of content, such as a draft unit plan. This can be included as an appendix if you wish (and thus its words are not counted), and can take any form you like. The unit plan can be drawn from one already created for a curriculum area. Any unit plan you create can also be the basis of further teaching as this component will not be assessed in the Praxis. It should not be more than about 300 words and is simply there to guide your marker through your teaching approach. Please note that we are not expecting polished teaching plans, but creative strategies and commonsense problem solving.  

You will need to have a bibliography and include references with page numbers.

This is NOT an essay about behaviour management in the sense of disciplining the students. This is about managing cultural and Special Needs behaviours and about your teaching, especially the latter.

You will need to think creatively and ‘flesh out’ the scenario so that your essay is specific to your subject area and teaching.

Note: Do NOT write in point form: this is an exercise in writing as much as an assessment of your ideas. Your opinion is important, so use your critical literacy skills and craft an essay. You can use the first person pronoun (‘I think…’)

Your Class list:

 Submission: All essays must be word-processed or typed. Illegibly written or badly presented assignments will be sent back for re-transcription. Legible typescript and the quality of English expression are considered to be integral parts of the assessment process. Assignments must: Can be single or double spaced. Have all pages numbered and securely attached. Clearly indicate on the front page of your essay your name and student ID, and the name of your seminar tutor. The name of the lecturer is not required. Included a detailed bibliography. Please note that a reference list and a bibliography are not required. Only list those sources actually used. Copies printed back to back are acceptable. Use no plastic covers. Content and quality of thought matter more than quantity but you should keep to the prescribed limit. If you find that your draft is under 90% you probably have written too little. If it is below 80% you have certainly done so. Equally if you have written more than 110% you have probably written too much. The Praxis assignment will be submitted in hard copy via the Professions HUB. It will be marked and returned via the Hub. Markers can refuse to accept assignments which do not have a signed acknowledgement of the 最新糖心Vlog’s policy on plagiarism or where a student has not accepted the plagiarism rules in an online submission of an essay (refer to the policy on plagiarism below). IN the case on online submission, an adaptive release must be accepted. Requests for extensions will be considered only if they are made three days before the due date for which the extension is being sought. Computer problems, resource availability and/or lost materials do not constitute grounds for an extension. If you are experiencing any difficulties understanding an assigned task you are encouraged to make an appointment with your seminar tutor to discuss the matter as soon as the problem is apparent. Students are encouraged to check their marks and notify the lecturer-in-charge (Dr Andrew Hope) of any discrepancies. Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other course.

Assignment 02: Reflecting on the teaching practice                          

Group Presentation                                                                                 30% of the course mark

Your seminar tutor will allot particular time slots for groups to present in the last two weeks of seminar meetings. Seminar classes will be divided into groups of four or five closely matching one of students’ subject area. Reflecting on experiences from both the first and /or second teaching practice each group should think about cultural differences that they came across in the classroom and how these related to teaching and learning. The group may choose to identify one particular broad issue such as ethnic diversity, gender issues or Special Educational Needs and then construct a presentation outlining their experiences relating to this issue during teaching practice and the strategies, they adopted or would adopt in future.

Each group will present for 20 minutes how they would / did modify their pedagogy and/or curriculum so as to account for the needs of the students they are reflecting on, SPECIFICALLY relating to their SUBJECT AREA. The presentation will be marked NOT on how effectively you teach your subject, but on what MODIFICATIONS you have chosen to use in your teaching, taking into account that you are teaching a ‘regular’ class.

You can bring in any resources to your seminar presentations (e.g. your laptop, pendrive (USB), OHP slides etc).