Redesigning pedagogies in middle‐years classrooms: challenges for teachers working with disadvantaged students

Sam Sellar National Centre for Student Equity in Higher Education, University of South Australia, St. Bernards Road, Magill, SA 5072, Australia

Phil Cormack School of Education, University of South Australia, St. Bernards Road, Magill, SA 5072, AustraliaCorrespondence[email protected]

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Robyne Garrett & Alison Wrench. (2016) ‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education. International Journal of Inclusive Education 20:5, pages 486-502.
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Carolyn Williams & Steve Wilson. (2012) Achieving both intellectual quality and relevance in classroom learning experiences: some conceptual challenges. Discourse: Studies in the Cultural Politics of Education 33:4, pages 471-484.
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Christine Hockings. (2011) Hearing voices, creating spaces: the craft of the ‘artisan teacher’ in a mass higher education system. Critical Studies in Education 52:2, pages 191-205.
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Barbara Comber & Helen Nixon. (2009) Teachers’ work and pedagogy in an era of accountability. Discourse: Studies in the Cultural Politics of Education 30:3, pages 333-345.
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Articles from other publishers (2)

Adam Poole. (2017) Possibilities-within-Constraints: Implementing the Funds of Knowledge Concept in the People’s Republic of China. Frontiers of Education in China 11:2, pages 187-216.
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Phil Cormack. (2011) Reading pedagogy, “Evidence” and education policy: learning from history?. The Australian Educational Researcher 38:2, pages 133-148.
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Redesigning pedagogies in middle‐years classrooms: challenges for teachers working with disadvantaged students

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Redesigning pedagogies in middle‐years classrooms: challenges for teachers working with disadvantaged students

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