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Pedagogy, Culture & Society Volume 28, 2020 - Issue 4
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Research Article

Dispositions towards diversity: two pre-service teachers’ experiences of living and teaching in a remote indigenous community

Garth Stahla School of Education, University of South Australia, Mawson Lakes, Adelaide, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1800-8495View further author information
ORCID Icon,
Cynthia H. Brockb School of Education, University of South Australia, Adelaide, AustraliaORCID Iconhttps://orcid.org/0000-0001-9468-5140View further author information
ORCID Icon,
John Youngc Social Inclusion, South Australian Department of Human Services, Adelaide, AustraliaView further author information
,
David Caldwellb School of Education, University of South Australia, Adelaide, AustraliaORCID Iconhttps://orcid.org/0000-0002-4091-2202View further author information
ORCID Icon,
Erica Sharplinb School of Education, University of South Australia, Adelaide, AustraliaORCID Iconhttps://orcid.org/0000-0002-1965-5352View further author information
ORCID Icon &
Fenice B. Boydd College of Education, University of South Carolina, Columbia, SC, USAORCID Iconhttps://orcid.org/0000-0003-4714-5592View further author information
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Pages 525-542 | Published online: 10 Sep 2019

Citations (3)

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Read on this site (2)

Jane Carter, Ben Knight & Karan Vickers-Hulse. (2023) Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project. Pedagogy, Culture & Society 31:3, pages 459-476.
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Garth Stahl, Cynthia Brock, Erica Sharplin, David Caldwell, John Young & Fenice Boyd. (2022) “Because the rules out there are different…”: a case study of pre-service teachers’ experiences in remote Australian Indigenous education. Asia Pacific Journal of Education 0:0, pages 1-14.
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Articles from other publishers (1)

Meegan Brown, Judith Howard & Kerryann Walsh. (2022) Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma. Frontiers in Education 7.
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