341
Views
2
CrossRef citations to date
0
Altmetric
Articles

Teaching social work students against the grain: negotiating the constraints and possibilities

&
Pages 1369-1382 | Received 22 Jul 2016, Accepted 08 Mar 2017, Published online: 12 May 2017

References

  • Alexander, R. (2008). Essays on pedagogy. Hoboken, NY: Taylor and Francis.
  • Armstrong, D., & Cairnduff, A. (2012). Inclusion in higher education: Issues in university-school partnership. International Journal of Inclusive Education, 16(9), 917–928. doi: 10.1080/13603116.2011.636235
  • Bassit, T., & Tomlinson, S. (Eds.) (2012). Social inclusion and higher education. Bristol: The Policy Press.
  • Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. doi: 10.1007/s11092-008-9064-9
  • Bogo, M., & Wayne, J. (2013). The implicit curriculum in social work education: The culture of human interchange. Journal of Teaching in Social Work, 33(1), 2–14. doi: 10.1080/08841233.2012.746951
  • Bourdieu, P. (1988). Homo academicus. Stanford, CA: Stanford University Press.
  • Bradley, D. (2008). Review of Australian higher education – final report. Canberra: Commonwealth of Australia.
  • Cuseo, J. (2010, May 27). Student success: What defines it? What promotes it? What really matters? Paper delivered at the Fifth European Conference on The First Year Experience, Antwerp, Belgium.
  • Daddow, A. (2016). Curricula and pedagogic potentials when educating diverse students in higher education: Students’ funds of knowledge as a bridge to disciplinary learning. Teaching in Higher Education, 21(7), 741–758. doi: 10.1080/13562517.2016.1183619
  • Darwin, S. (2015). The emergence of contesting motives for student feedback-based evaluation in Australian higher education. Higher Education Research & Development, 35(3), 419–432. doi: 10.1080/07294360.2015.1107879
  • Delpit, L. (1995). The silenced dialogue: Power and pedagogy in educating other people’s children. In L. Delpit (Ed.), Other people’s children: Cultural conflict in the classroom (pp. 21–47). New York, NY: The New Press.
  • Department of Education Employment and Workplace Relations. (2009). Transforming Australia’s higher education system. Canberra: Commonwealth Government.
  • Devlin, M., & McKay, J. (2016). Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities. Australasian Journal of Educational Technology, 32(1), 92–106. doi: 10.14742/ajet.2053
  • Department of Education and Training. (2016). Higher Education Statistics. Student Data. Retrieved from https://www.education.gov.au/student-data
  • Edwards, D., & McMillan, J. (2015). Completing university in Australia: A cohort analysis exploring equity group outcomes. Melbourne: Australian Council for Educational Research. Retrieved from https://www.ncsehe.edu.au/publications/completing-university-in-australia-a-cohort-analysis-exploring-equity-group-outcomes/
  • Fook, J., & Askeland, G. A. (2007). Challenges of critical reflection: ‘Nothing ventured, nothing gained’. Social Work Education: The International Journal, 26(5), 520–533. doi: 10.1080/02615470601118662
  • Gale, T., & Parker, S. (2014). Navigating change: A typology of student transition in higher education. Studies in Higher Education, 39(5), 734–753. doi: 10.1080/03075079.2012.721351
  • Gale, T., & Tranter, D. (2011). Social justice in Australian higher education policy: An historical and conceptual account of student participation. Critical Studies in Education, 52(1), 29–46. doi: 10.1080/17508487.2011.536511
  • Garran, A. M., Kang, H.-K., & Fraser, E. (2014). Pedagogy and diversity: Enrichment and support for social work instructors engaged in social justice education. Journal of Teaching in Social Work, 34(5), 564–574. doi: 10.1080/08841233.2014.952868
  • Giroux, H. (2011). On critical pedagogy. New York, NY: Continuum.
  • Gorard, S., Smith, E., May, H., Thomas, L., Adnett, N., & Slack, K. (2006). Review of widening participation research: Addressing the barriers to participation in higher education. Bristol: A report to HEFC by the University of York, Higher Education Academy and Institute for Access Studies, HEFCE. Retrieved from http://dera.ioe.ac.uk/6204/
  • Haggis, T. (2006). Pedagogies for diversity: Retaining critical challenge amidst fears of ‘dumbing down’. Studies in Higher Education, 31(5), 521–535. doi: 10.1080/03075070600922709
  • Herr, K., & Anderson, G. L. (2005). The action research dissertation. Thousand Oaks, CA: SAGE.
  • Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.
  • Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463–474. doi: 10.1080/09650790903093284
  • Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Singapore: Springer Science & Business Media.
  • Kemmis, S., Wilkinson, J., Edwardes-Groves, C., Hardy, I., Grootenboer, P., & Nixon, L. (2014). Changing practices, changing education. London: Springer.
  • Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final report for ALTC Senior Fellowship program (Australian Learning and Teaching Council Report). Retrieved from http://www.uws.edu.au/__data/assets/pdf_file/0009/709749/Kift_09.pdf
  • Kift, S. M., Nelson, K. J., & Clarke, J. A. (2010). Transition pedagogy: A third generation approach to FYE: A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1–20. doi: 10.5204/intjfyhe.v1i1.13
  • Lea, M. (2008). Academic literacies in theory and practice. In B. V Street & N. H. Hornberger (Eds.), Encyclopaedia of language and education (pp. 227–238). New York, NY: Springer Science and Business Media.
  • Lee, M. Y., & Greene, G. J. (2004). A teaching framework for transformative multicultural social work education. Journal of Ethnic & Cultural Diversity in Social Work, 12(3), 1–28. doi: 10.1300/J051v12n03_01
  • Lillis, T. (2003). Student writing as academic literacies: Drawing on Bakhtin to move from critique to design. Language and Education, 17(3), 192–207. doi: 10.1080/09500780308666848
  • Lingard, B. (2011). Policy as numbers: Ac/counting for educational research. The Australian Educational Researcher, 38(4), 355–382. doi: 10.1007/s13384-011-0041-9
  • Marginson, S. (2013). The impossibility of capitalist markets in higher education. Journal of Education Policy, 28(3), 353–370. doi: 10.1080/02680939.2012.747109
  • Marr, E., Curry, G., & Rose-Adams, J. (2014). Autonomy, legitimacy and confidence: Using mainstream curriculum to successfully widen participation. In N. Murray & C. M. Klinger (Eds.), Aspirations, access and attainment (pp. 144–156). Oxon: Routledge.
  • McKay, J., & Devlin, M. (2014). ‘Uni has a different language … to the real world’: Demystifying academic culture and discourse for students from low socioeconomic backgrounds. Higher Education Research & Development, 33(5), 949–961. doi: 10.1080/07294360.2014.890570
  • Mercer, J. (2007). The challenges of insider research in educational institutions: Wielding a double-edged sword and resolving delicate dilemmas. Oxford Review of Education, 33(1), 1–17. doi: 10.1080/03054980601094651
  • Mezirow, J. (2000). Learning to think like an adult. Core concepts of transformation theory. In J. Mezirow and Associates (Eds.), Learning as transformation. Critical perspectives on a theory in progress (pp. 3–34). San Francisco, CA: Jossey-Bass.
  • Miles, M., Huberman, A., & Saldana, J. (2014). Qualitative data analysis. A methods sourcebook. 3rd ed. Thousand Oaks, CA: SAGE.
  • Moll, L. (2014). L.S. Vygotsky and education. New York, NY: Routledge.
  • Naidoo, R., & Williams, J. (2014). The neoliberal regime in English higher education: Charters, consumers and the erosion of public good. Critical Studies in Education, 56(2), 208–223. doi: 10.1080/17508487.2014.939098
  • Naylor, R., Baik, C., & James, R. (2013, April). Developing a critical interventions framework for advancing equity in Australian higher education. Discussion paper prepared for the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education, Centre for the Study of Higher Education, The University of Melbourne.
  • Ovsienko, H., & Zipin, L. (2006). Making social justice curricular: Exploring ambivalences within teacher professional identity. Paper presented at the Australian Association for Research in Education (AARE), Adelaide.
  • Palfreyman, D. (2013). Quality and consumerism in higher education. Perspectives: Policy and Practice in Higher Education, 17(3), 107–111.
  • Peterson, N. A., Farmer, A. Y., & Zippay, A. (2014). The implicit curriculum in an urban university setting: Pathways to students’ professional empowerment. Journal of Social Work Education, 50(4), 630–647.
  • Reay, D. (2001, April 4–6). Shifting class identities? Mature women students and the transition to higher education. Paper presented at the Gender and Education Conference, Institute of Education, London.
  • Rios-Aguilar, C., & Marquez Kiyama, J. (2012). Funds of knowledge: An approach to studying Latina (o) students’ transition to college. Journal of Latinos and Education, 11(1), 2–16. doi: 10.1080/15348431.2012.631430
  • Saleebey, D., & Scanlon, E. (2005). Is a critical pedagogy for the profession of social work possible? Journal of Teaching in Social Work, 25(3–4), 1–18. doi: 10.1300/J067v25n03_01
  • Sheridan, V. (2011). A holistic approach to international students, institutional habitus and academic literacies in an Irish third level institution. Higher Education, 62(2), 129–140. doi: 10.1007/s10734-010-9370-2
  • Thomas, L. (2002). Student retention in higher education: The role of institutional habitus. Journal of Educational Policy, 17(4), 423–442. doi: 10.1080/02680930210140257
  • Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
  • Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher Education, 68(6), 599–623.
  • Tomlinson, M. (2013). End games? Consumer-based learning in higher education and its implications for life-long learning. Perspectives: Policy and Practice in Higher Education, 17(4), 124–128.
  • Tracy, S. J. (2010). Qualitative quality: Eight ‘big-tent’ criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. doi: 10.1177/1077800410383121
  • Van Niel, J. (2010). Eliciting and activating funds of knowledge in an environmental science community college classroom: An action research study. New York, NY: University of Rochester.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Cole, M., John-Steiner, V., Scribner, S., & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
  • Zepke, N., Leach, L., & Prebble, T. (2006). Being learner centred: One way to improve student retention? Studies in Higher Education, 31(5), 587–600. doi: 10.1080/03075070600923418
  • Zipin, L. (2009). Dark funds of knowledge, deep funds of pedagogy: Exploring boundaries between lifeworlds and schools. Discourse: Studies in the Cultural Politics of Education, 30(3), 317–331.
  • Zipin, L. (2013). Engaging middle years learners by making their communities curricular: A funds of knowledge approach. Curriculum Perspectives, 33(3), 1–12.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.