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Teachers and Teaching
theory and practice
Volume 25, 2019 - Issue 2
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Articles

Seeking a reflexive space for teaching to and about diversity: emergent properties of enablement and constraint for teacher educators

Mary RyanDepartment of Education Studies, Macquarie University, Sydney, AustraliaCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-2237-9368View further author information
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Terri BourkeFaculty of Education, Queensland University of Technology, Brisbane, AustraliaORCID Iconhttp://orcid.org/0000-0001-7298-9637View further author information
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Jo Lunn BrownleeFaculty of Education, Queensland University of Technology, Brisbane, AustraliaORCID Iconhttp://orcid.org/0000-0003-2929-4770View further author information
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Leonie RowanSchool of Education and Professional Studies, Griffith University, Southport, AustraliaORCID Iconhttp://orcid.org/0000-0001-7017-0492View further author information
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Sue WalkerFaculty of Education, Queensland University of Technology, Brisbane, AustraliaORCID Iconhttp://orcid.org/0000-0002-7267-9978View further author information
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Peter ChurchwardFaculty of Education, Queensland University of Technology, Brisbane, AustraliaORCID Iconhttp://orcid.org/0000-0002-1592-1836View further author information
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Pages 259-273 | Received 12 Dec 2017, Accepted 23 Oct 2018, Published online: 04 Nov 2018

Citations (10)

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Read on this site (1)

Mary Ryan, Leonie Rowan, Jo Lunn Brownlee, Terri Bourke, Lyra L’Estrange, Sue Walker & Peter Churchward. (2022) Teacher education and teaching for diversity: a call to action. Teaching Education 33:2, pages 194-213.
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Articles from other publishers (9)

Deborah Munro, Jill Willis, Andrew Gibson & Melinda Laundon. (2023) Higher education decision making of Australian women with caring responsibilities. Frontiers in Education 8.
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Katharina Resch. (2022) Diversity skills for future teachers: how transformative learning prepares pre-service teachers for diversity in Austrian schools. Higher Education, Skills and Work-Based Learning 13:1, pages 66-79.
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Christopher T. McCaw. (2021) Beyond deliberation—radical reflexivity, contemplative practices and teacher change. Journal of Educational Change 24:1, pages 1-23.
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Lyra L'Estrange, Sue Walker, Jo Lunn-Brownlee, Mary Ryan, Terri Bourke, Leonie Rowan & Eva Johansson. (2023) Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education. Heliyon 9:2, pages e13754.
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Helen Hanna. (2023) A critical review of international research into pre-service teachers’ beliefs and practices when teaching migrant learners. London Review of Education 21:1.
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Shane McIver, Berni Murphy, Lizzie Curran & Ange Parrish. (2022) Cultural proficiency starts here: Drawing on staff and student perceptions to Indigenise curricula. Health Promotion Journal of Australia 33:S1, pages 67-75.
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Jo Lunn Brownlee, Terri Bourke, Sue Walker & Mary Ryan. (2021) What influences teachers’ support for children’s reasoning about social inclusion in primary school education classrooms?. The Australian Educational Researcher 49:1, pages 155-173.
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Jo Lunn Brownlee, Sue Walker, Lyra L’Estrange, Mary Ryan, Theresa Bourke, Leonie Rowan & Eva Johansson. 2022. Reconstructing the Work of Teacher Educators. Reconstructing the Work of Teacher Educators 263 285 .
Susan Caldis. 2022. Out-of-Field Teaching Across Teaching Disciplines and Contexts. Out-of-Field Teaching Across Teaching Disciplines and Contexts 261 283 .

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