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38482 results in Cambridge Textbooks

Page 1617 of 1925

  • Introduction - Exclusion – A habit that’s hard to kick

  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 1-14

  • Summary

    Introduction

    Looking back at my schooling in Australian history I recall attempts to manufacture an overarching theme to characterise the Australian tradition or, as Russell Ward called it, The Australian Legend (1958). A neologism, ‘mateship’, did the trick. To a neophyte historian clutching onto passed down copies of Manning Clark’s A Short History of Australia (1963) and Select Documents in Australian History (1950), mateship seemed contrived, careless and flimsy. Our teacher, Mrs Wong, encouraged critique, to the extent that it wouldn’t offend conservative external examiners. After all, the history of Australia in our high school curriculum of the early 1970s commenced in earnest with European voyages of discovery. Stanner’s (1979) Boyer lecture depiction of ‘the great Australian silence’ enveloped the Victorian (the southern state of Australia rather than the epoch) curriculum available to us. The Aboriginal people’s history was removed, like their children, from the page. What was told was radically incomplete and inaccurate. Our work progressed from the occupation of Sydney Cove by Arthur Phillip, tracing the treatment of convicts and pastoral expansion, gold mania and Federation through to events such as the 1914–18 European war and the 1929 economic depression. The British Enlightenment narrative of terra nullius prevailed. There was no account, for example, of the relationship between murri and migloo (Aboriginal and non-Aboriginal people respectively).

  • Chapter 2 - Technology and social inclusion

  • from Part 1 - The digital divide as a tool for inclusion
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 37-52

  • Summary

    Learning objectives

  • To recognise the characteristics of millennial kids.

  • To understand the contemporary nature of a digital divide.

  • To make connections between the digital divide and social inclusion.

  • To think about curriculums and pedagogical reforms that flow from the use of new technologies that support digital and social inclusion for families from low socioeconomic areas.

    • Introduction

    When the digital divide was first conceptualised (Gore 1998) it focused on the ‘haves’ and ‘have nots’ with regard to having access to computer technology or not. While access remains a contentious issue it is readily apparent that the focus eventually shifted to the quality of access to the internet via dial-up or broadband. This was because those who had access via dial-up had their actions considerably restricted by the poorer quality of the connection while those on broadband had a broader range of possibilities available to them, resulting in a new divide. Today, while access is not universal, it needs to be considered in terms of the quality of the activities that being connected to the internet via a computer, or any device, affords as well as the expectations that teachers have of their students in these new learning contexts.

    In contemporary times digital engagement and social inclusion are important issues of concern in globalised contexts. This chapter argues that discussions of equity and social inclusion need to consider qualitatively different types of use of new technologies. It asserts that pedagogies concerned with socially disadvantaged students need to recognise that there are qualitatively different types of activities that can be conducted with new media and support students to become fluent in all of them and not just those that fulfil the criteria for access. This means taking a new approach and creating contexts for teaching and learning that value the life experiences of students and support them to encounter, and have success with, higher levels of sophisticated activities that are respectful of their needs and interests.

  • Chapter 12 - Positive education

  • from Part 4 - Agents of change and student wellbeing
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 207-222

  • Summary

    Learning objectives

  • To understand the importance of creating a learning environment that fosters experimentation.

  • To gain insights into the development of qualities in people that promote success and enhance wellbeing.

  • To develop familiarity with the theory and research related to positive education.

  • To build confidence in integrating positive education approaches into classroom practice.

  • To understand the need to continually reflect on wellbeing, both personally and professionally.

    • London riots and positive education

    Between 6 and 11 August 2011, the streets of London erupted in scenes of violence that had locals in fear for their lives and livelihoods and onlookers from around the world alarmed that such things could happen in today’s England. What began as a peaceful protest against the killing of 29-year-old Mark Duggan by police escalated into full-scale rioting. After beginning in suburban London the riots spread to 66 different locations in England, including Bristol, Manchester and East Ham. Violence, looting and vandalism escalated on a daily basis, leaving residents shell-shocked. By the end of the week, five people had been killed and damage estimated at £500 million. The riots, which were largely enacted by young people, were blamed on ‘widespread illiteracy, hopelessness over youth unemployment, poor parenting, materialism, suspicion of police and the failure of the justice system to rehabilitate offenders as factors behind the unrest’ (Kissane 2012, emphasis added).

    Six months after the riots, a report commissioned by the British Government and conducted by an independent panel (Riots Communities and Victims Panel 2012) examined what it perceived to be the causes of the riots. The panel visited more than 20 areas affected by the riots and interviewed a range of community members in attempts to discover what had motivated particular individuals to become involved in the riots and not others. Some communities were found to be socially and economically connected while others were deemed to be disaffected, alienated and dysfunctional.

  • Chapter 4 - Arts education

  • from Part 3 - Curriculum-based engagement
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 73-89

  • Summary

    Learning objectives

  • To show that creative information and the arts are central to the lives of all societies and communities.

  • To deliberate on how the arts contribute to successful schooling outcomes for all students.

  • To consider how the arts can be used to make our students more whole, empathic and aware.

  • To understand how the arts build connections, active engagement, sensory experience, perceptivity, risk taking, and imagination.

  • To address how dance, drama, music and the visual arts can enrich the learning environment for disengaged students.

    • Introduction

    The arts are the lifeblood of any society. It is through the arts that a community makes explicit its philosophical and psychological frameworks. The best of a community’s art reflects the best of that community. Art expresses the concerns of the individual self and the concerns of the broader society from which it arises. As such, we have much to learn from and through the arts.

    This chapter explores how the quality of encounters that take place around the arts in schools can foster a more consciously led educational practice, to assist in developing a whole, empathic and aware student. It examines the nature of creative arts practice – how it is viewed from the perspectives of students, teachers and other artists and its foundation on the quality of a meaningful encounter. It considers a theoretical – indeed, an epistemological – framework for motivation, and how, in our highly visual and creative contemporary world, teachers might use creative works to assist their students to inform their daily lives with a choice of potential interpretations and multiple, new ways of looking. This chapter also points out that art does not have a strong presence in many schools and speculates as to why this may be.

  • Conclusion - Creating purposeful, optimistic learning engagements

  • from Part 4 - Agents of change and student wellbeing
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 223-232

  • Summary

    Learning objectives

  • To understand issues central to the lives of a diverse student population.

  • To consider how pre-service teachers can work with students who are the least advantaged in respectful and collaborative ways.

  • To deliberate on what constitutes ‘inclusive’ and ‘successful’ schooling outcomes.

  • To consider how students from minority backgrounds can be effectively engaged in schooling.

    • Introduction

    The needs of students from diverse backgrounds are discussed in this book. So too are conversations around what it means for educational practitioners to examine and critique notions of identity formation for learners who are the least advantaged. Throughout the course of this book, questions including the following have arisen: What does it mean to be part of the life space of a school while simultaneously belonging to ‘another’ ethnicity or ‘other’ cultural backgrounds? What are the indicators that tell us that young people are more or less engaged with learning? For students, the notion of belonging should come with the affirmation that their lifeworlds are valued in all aspects of schooling. In turn, teachers need to recognise that such a viewpoint can lead to an appreciation of the arbitrariness of at least part of what we take for granted about ourselves. We as teachers need to come to the realisation that from within another’s gaze or frame of reference, things we take for granted look quite different. Challenging the gaze of difference and negative labelling involves a critical reflection about one’s own identity as a teacher and an exploration of positions of power that feed our own boundaries of ‘otherness’. The chapters in this book are intended to encourage an appreciation of those critical questions about where difference and engagement originate. We want to orientate teachers towards effective critiquing of the ways in which socially just pedagogical and schooling practices can transform notions of being, belonging and becoming.

  • Chapter 5 - Bringing joy and success to classes through student-centred teaching of mathematics

  • from Part 3 - Curriculum-based engagement
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 90-108

  • Summary

    Learning objectives

  • To create interest in and passion for learning and teaching primary and junior secondary school mathematics.

  • To develop a commitment to and persistence in deepening mathematical and mathematical pedagogical knowledge.

  • To look for and recognise student engagement in mathematics.

  • To be able to discuss attributes of a caring student-centred approach to teaching mathematics.

  • To plan lessons and teaching experiences using a student-centred approach.

    • Introduction

    A sense of service to community and a desire to make a difference in young people’s lives typically characterise people’s reasons for deciding to become a teacher. These objectives signify that prospective and practising teachers care about their students and are focused on enabling their students to learn and achieve their aspirations. Prospective teachers acknowledge that in the primary years of schooling lie the foundational knowledge, skills and learning behaviours necessary for lifelong learning, with each primary teacher working with their students across the broad range of disciplinary, social and cultural fields of knowledge. The student-focused assumption of primary teachers’ practice is revealed in the common saying that ‘primary teachers teach students while secondary teachers teach subjects’. But what does this actually mean? And is it true? How do primary teachers maintain a focus on the student while engaging him or her in particular fields of learning such as mathematics? How do secondary teachers of mathematics focus their attention on the students and their learning in mathematics classrooms? In this chapter original research and practice conducted by the authors are examined in tandem with the work of other researchers and teachers to examine and explain what it means to engage students in mathematical thinking and to teach mathematics using a student-centred approach.

  • Chapter 9 - Natural environments for learning

  • from Part 4 - Agents of change and student wellbeing
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 159-177

  • Summary

    Learning objectives

  • To illustrate how learning in natural outdoor environments enables young people to access knowledge and skills that are sustainable into the future.

  • To clarify that classroom learning and experiences in natural environments together can increase the relevance of learning, and facilitate relationships that support engagement in education and futures thinking.

  • To demonstrate how reflexive experiences deepen learning and understanding.

  • To emphasise that authentic learning within natural environments builds social and ecological connections through active engagement, sensory experience, awe, risk taking, and responsibility.

  • To explore how community-based experiences develop reciprocal trusting and supporting relationships that enrich the learning environment for disengaged young people.

    • Introduction

    Understanding the broader context of learning entails determining how effectively the learning process prepares young people for a meaningful future. Classrooms and the teachers in these classrooms can provide an effective environment for the exploration of ideas and the exchange of knowledge and understanding. However, the learning opportunities are usually restricted in time and space; these organisational contextual limitations channel learning down a path where it is often experienced as being isolated and separate from the practicalities of living in the world. It is when the learning of young people is further enhanced through exploring, applying and experiencing the consequences of their actions that young people really understand their capacity, the need for taking risks and accepting responsibility, and the value of trusting relationships and working with their teachers and other people. Learning in natural environments can be described as authentic learning and prepares young people to become ‘effective problem solvers within a democratic culture’ (Slee 2011, p. 161).

  • Chapter 11 - Indigenous Australia

  • from Part 4 - Agents of change and student wellbeing
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 195-206

  • Summary

    Learning objectives

  • To understand how Indigenous peoples in Australia have historically experienced discrimination that continues to marginalise their cultural heritages and embodied identities.

  • To understand that school communities must affirm cultural differences to end epistemic and institutional violence towards Indigenous students.

  • To see the stigmatisation of Indigenous Australians and their culture as traceable through social, economic and educational institutions.

  • To reflect on how the identities and cultural practices of Indigenous Australians have been, and continue to be compromised by, the forces of colonisation.

    • Introduction

    This chapter begins with a cautionary comment. I have been a long-time activist for the rights of Aboriginal peoples and Torres Strait Islander peoples, the Indigenous peoples of Australia, with my activism formally beginning in my teens: at teachers college in Queensland in the 1970s I petitioned the statewide newspaper to spell ‘Aboriginal’ when referring to people with a capitalised initial letter. However, I cannot and do not speak for all other Indigenous peoples of Australia. Indigenous Australians have never been homogeneous; as individuals and as groups we are distinct. We do, however, share knowledge of the impact of the process of colonisation and the continuation of ‘whiteness’ in Australia’s legislative systems and societal practices. Being invited to write this chapter because of both the longevity and significance of my experience in the areas of Indigenous education and Aboriginal Studies is an honour. Still, I echo the sentiment that ‘although many other Aboriginal people around the country may relate to my words, mine is only one of many voices’ (Walker 1993, p. 51).

  • Foreword - Are the engaged really engaged?

  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp v-vi

  • Summary

    Instead of critical pedagogy, my theoretical discourse should perhaps be labelled ‘Pedagogy of the Curmudgeon’. It is dificult to demonstrate sustainable, successful pedagogy … I mean the stuff that really engages kids. But is that the issue? Are our children and youth disengaged, or merely too smart, too busy, too cynical and too bored to engage in the non-engageable? And am I just too cranky about this successful pedagogy stuff?

    As educators, we consistently, emphatically, eternally seek to engage our students, yet little is done to create the pedagogical nuance, the pedagogical construct, the pedagogical ‘ah ha!’ in which to engage them. This came to me recently, when I determined to make the ultimate salad for a dinner I was hosting. I gathered fresh nuts, exotic vegetables, funky spices, unexpected fruits, the ultimate vinegar and, my pièce de résistance, pure Greek olive oil, which I’d schlepped on the plane in my laptop case from Korinthos. I sliced, I diced, I mixed, I blended. I kept the salad fresh and, at the last instant, swirled my oil and vinegar over the bowl. Placing the salad on the table, I waited to hear my guests’ reactions … there weren’t any. Indeed, most took a bite or two, and pushed the rest to the side. Rescued by a great leg of lamb, everyone seemed to enjoy the meal. But at the end, my salad remained. I took the bowl to the kitchen, took a bite. Beautifully cut and selected vegetables, fruits and nuts … and l at, old, outdated oil. It was the damn oil. Oil from the fields of Korinthos, hand-carried, authentic, the best … and it was stale.

    Not usually prone to food analogies, I still can’t forget the taste of stale oil that night. That oil is what I taste when most educators seek to engage students in learning. Preparation is often over the top; materials can be the best; naturally the source is, well, educated and expert; … and it is stale. As teachers, professors and parents, we (more often than not) expect engagement in that which is not engaging, and we do it through unengaged, uninspired, non-contextual pedagogy. All this is to say: we must interrogate our own practices of engagement. Are we engaging? Are we engaged in creating engagement? Do we understand and contextualise our students as an audience? Can we sustain engagement? And the question we don’t want to ask: do students want to be engaged?

  • Chapter 7 - Literacy

  • from Part 3 - Curriculum-based engagement
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 129-140

  • Summary

    Learning objectives

  • To consider how the teaching and learning of literacy are increasingly being positioned by an assessment-driven culture.

  • To understand the connectedness between literacy and identity.

  • To reflect on how literacy practices are embedded in social communities.

  • To distinguish between literacy as a set of skills and as a cultural practice.

  • To develop approaches to teaching literacy that promote inclusion and engagement.

    • Introduction

    This chapter is framed by the wider contexts of economic and social inequalities in educational domains. It addresses how the teacher’s and the learners’ work, in teaching and learning literacy, is informed by contemporary national and international debates. These debates are especially relevant to this book because it focuses on social exclusion and what we know as ‘social capital’. The case studies in this chapter highlight the importance for all educators to realise the interconnectedness between schooled and out-of-school literacy practices, and the salience of ‘student’ dispositions, positions and position-takings ‘through globalised and local, virtual and material social fields’ (Luke & Carrington 2002, p. 2). The chapter endeavours to illustrate how the official literacy curriculum struggles with including texts and textual practices that represent diverse cultural and social positions and, in doing so, is constantly constructing patterns of both inclusion and exclusion. It is the matter of exclusion that is of importance to our understanding and we are especially interested in children who are disadvantaged by poverty and/or other emblematic indicators. You will come to appreciate that this chapter resists the notion that literacy is something that is only learned within the margins of institutional walls of the classroom and very deliberately refutes the idea that it is advantageous to divorce the everyday life of the person from the situated life of literacy learning in the classroom.

  • Chapter 10 - Sexualities

  • from Part 4 - Agents of change and student wellbeing
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 178-194

  • Summary

    Learning objectives

  • To explore how hetereosexism and homophobia impact on gay and lesbian students, particularly in fostering invisibility and silenced sexualities.

  • To understand the role of schools in creating and addressing these impacts.

  • To consider what inclusive education might look like.

  • To appreciate the unique cultural legacies that have been created by gay and lesbian people.

    • Introduction

    Surveying gay and lesbian people in the United States, the National Gay and Lesbian Task Force found (1984) that 45% of gay males and 20% of lesbians reported having experienced harassment and/or violence during high school as a result of their actual or perceived sexual orientation. After more than a decade of pioneering research documenting the experiences of lesbian, gay, bisexual and transgender (LGBT) students, in 2009 another body in the United States, the Gay, Lesbian and Straight Education Network (GLSEN), released the National School Climate Survey (GLSEN 2009). The survey revealed that of 7261 LGBT middle and high school students, nearly nine out of 10 students had experienced harassment at school during the previous year and nearly two thirds felt unsafe because of their sexual orientation. Nearly a third of LGBT students had skipped at least one day of school in the previous month because of concerns for their own safety.

    Something is wrong when two thirds (61.1%) of LGBT students report being subjected to verbal harassment, nearly half (46.5%) report sexual harassment and over a quarter (27.6%) report physical harassment, such as shoving or even hitting (GLSEN 2009 ). There is no reason to assume that these figures differ greatly from those in other Western nations.

Page 1617 of 1925