Socially inclusive teaching: belief, design, action as pedagogic work

Gale, T. , Mills, C. and Cross, R. (2017) Socially inclusive teaching: belief, design, action as pedagogic work. Journal of Teacher Education, 68(3), pp. 345-356. (doi: 10.1177/0022487116685754)

Abstract

Like other western nations such as the United States and the United Kingdom, Australia’s record of education outcomes for marginalized groups is troubling, whether the comparisons are made within the nation or with other OECD nations. Although recent Australian Governments have sought to overhaul funding for schools and universities, on their own, more resources for educational institutions are not enough to redress problems of disadvantage and to achieve social justice. Also required is a focus on the pedagogic work (PW) of teachers and, by implication, their teacher educators. Central to this article is the argument that pedagogy is the most strategic place to begin this work because of its location as a central message system in education. In this article we conceive of PW as comprising of belief, design, and action. From these are derived three principles on which to build a socially inclusive pedagogy that creates opportunities for all students, whatever their circumstances, to participate more fully in education. Our focus on advancing a conceptual understanding of socially inclusive pedagogy is informed by a theory and politics of transformation, which seek to engage with the deep structures that generate injustice within schools and teacher education.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Gale, Professor Trevor
• Authors: Gale, T., Mills, C., and Cross, R.
• College/School: College of Social Sciences > School of Education
• Journal Name: Journal of Teacher Education
• Publisher: SAGE Publications
• ISSN: 0022-4871
• ISSN (Online): 1552-7816
• Published Online: 03 February 2017
• Copyright Holders: Copyright © 2017 SAGE Publications
• First Published: First published in Journal of Teacher Education 68(3)345-356
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher