An Introspective Enquiry Mutually Emplacing Teacher and Non-literate Former Refugee Students in Pedagogical Landscapes
Access Status
Open access
Authors
Date
2016Supervisor
Prof. Barry Fraser
Dr Roya Pugh
Type
Thesis
Award
ScEdD
Metadata
Show full item recordFaculty
Science and Engineering
School
Science and Mathematics Education Centre
Collection
Abstract
Searching to discover what it is that is in the self that is brought to the teaching role this study transports the teacher along a lived experience trajectory. Assuming an interface stance as teacher-learner, researcher-interpreter, narrator-writer, to find insightful meaning the inquiry glances back as it moves forward, emplacing the teacher with adult former refugee students in an empowering landscape that engenders self-learning and respect for diversity within a culture of education.
Related items
Showing items related by title, author, creator and subject.
-
Jackson, Glenda Joy (2004)HIV prevention programs in schools are acknowledged as one of the best prospects for controlling the world HIV epidemic. Epidemiological evidence indicates that deaths world-wide from AIDS are yet to peak. Although HIV ...
-
Soebari, Titien Soewastiningsih (2012)The overarching aim of this study was to evaluate the effectiveness of a teacher professional development initiative, designed to help lower secondary teachers to improve their teaching practice. To evaluate the effectiveness ...
-
Stoker, John (2003)The purpose of this study was to investigate the beliefs and related classroom practices of a selected group of in-service teachers within the context of a mathematics professional development intervention for primary ...